mathematics curriculum

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tandfonline.com – Analysis of the intended mathematics curriculum revision process in Mozambique from the perspective of relevance

Posted on by Troels Gannerup Christensen - Læst 21 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The local needs and circumstances in curriculum revision often necessitate improvements in the quality of education. However, problems associated with the revision of curricula in developing countries have been observed from a range of perspectives in previous studies. This study investigates the revision process of the intended mathematics curriculum in Mozambique through document analysis of related materials and interviews with people involved in the 2015 curriculum revision. The investigation revealed three points. First, the results of nationwide surveys on academic ability conducted by the Ministry of Education and Human Development (MEHD) as well as interviews of parents and teacher questionnaires significantly affected the curriculum-revision process. Second, aligned with the political regulations, opinions from various social and economic groups… Continue Reading →

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tandfonline.com – Evaluation of Turkish and mathematics curricula according to value-based evaluation modelThis paper was presented as a platform presentation at the 8th World Conference on Educational Sciences, February 04–06, 2016, Madrid, Spain.View all notes

Posted on by Troels Gannerup Christensen - Læst 22 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract This study evaluated secondary school seventh-grade Turkish and mathematics programs using the Context-Input-Process-Product Evaluation Model based on student, teacher, and inspector views. The convergent parallel mixed method design was used in the study. Student values were identified using the scales for socio-level identification, traditional values, democratic values, work–business values, scientific values, and basic values. Teacher values, on the other hand, were identified using the Schwartz Values Scale. As a result of the analysis, regarding gender, there were significant differences in helpfulness, consistency, reliability, working hard, investigation, and esthetic value dimensions in favor of the female students. The helpfulness value is the most important one for both Turkish and mathematics teachers. Link til kilde