Intended Implimented and Aquired Curriculum UTM 2013

8/13/2019 Intended Implimented and Aquired Curriculum UTM 2013

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What is the meaning of intendedcurriculum?

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The Intended curriculum

The in tended curr iculum (a set of standards or learning experiencescompiled by the educational community)

Barbara J.R,Jennifer M. & Bay-Williams (2003)

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The Intended Curr icu lum - Curriculum authorities at the local, state,and national level specify particular learning expectations, oftendelineated by grade, for school mathematics instruction. Often calledcurriculum standards, these learning expectations furnish guidanceregarding what should be taught and when various mathematical contentand processes should receive emphasis in the school program. Theyalso guide the development of textbooks and assessments designed tomonitor school programs.

(Barbara,J.R, Robert, E.R, & Rhete, R, 2010)


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The mathematical content of the mathematics curriculum falls intothe general categories of number and operation, geometrymeasurement, probability & statistics and algebra & functions.However, the intended learning goes beyond this content to includethe development of students abilities to understanding, represent,and apply this content-based knowledge in meaningful ways.

Dossey, J.A et al (2002)

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Therefore, Intended curriculum:refers to a set of objectives set at the beginning of any curricular planit establishes the goal, the specific purposes, and the immediateobjectives to be accomplished.it answers what the curriculum makers want to do


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Overview

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In tended Curr icu lum : system-wide policies,plans, & goals

Imp lemented cu r r icu lum: goals, strategies, &practices carried out in classrooms

Atta inedcu r r i cu lum: pupilknowledge, skills, &attitudes


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Apply knowledge & skills to real world situation & represent these

situation in graphical, symbolical, numerical & verbal formats

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CURRICULUM EVALUATION & STANDARD

Curriculum Evaluation and Standards for School Mathematics NCTM 1989

The Standards document proposed four general social goals for mathematicseducation: mathematically literate workers, lifelong learning, opportunity for all, andan informed electorate.In addition the Standards document also proposed five general goals for students:

(1) learning to value mathematics,(2) becoming confident in ones own ability,(3) becoming a mathematical problem solver,(4) learning to communicate mathematically, and(5) learning to reason mathematically.

There was a shift away from a focus on desired mathematical outcomes such as skills, concepts, andapplications to an emphasis on dispositions , attitudes , and beliefs about the nature of mathematicalknowledge and about ones own mathematical thinking.

(Romberg, 1992)

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Other NCTM Standards

The advocates of the NCTM standards were quick to realize the necessity ofproviding teachers with some guidelines for implementing the new curriculum.

As such, the document Professional Teaching Standards for TeachingMathematics was published in 1991 by NCTM and subsequently the Assessment Standardsfor School Mathematics was published in 1995 .

By the end of the 1990s, the 1989 Standards were in need of a revision andthus came the NCTMs Principles and Standards for School Mathematics in 2000 . Sixguiding principles were proposed in the new Standards document : equity, curriculum,learning, teaching, assessment, and technology.

Also, the three grade bands from the 1989 Standards were enlarged toaccommodate four grade bands : Grades pre-K 2, Grades 3 5, Grades 6 8, and Grades9 -12.

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Principles & standards for School Mathematics is a guidefor focused, sustained efforts to improve students schoolmathematics. It aims to do the following:

# Set forth a comprehensive & coherent set oflearning goals.

#Serve as a resource for teachers.#Guide the development of curriculum#Stimulate ideas & ongoing conversations

(NCTM 2000)

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References:http://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdf
http://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdfhttp://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdfhttp://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdfhttp://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdfhttp://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdf


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Five content and five process standards for Pre-K 12 Mathematics.

The process standards were not limited to specific grade bands but theycut across all of the four different grade bands.

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The content standards were:

1) number & operations,2) algebra,3) geometry,4) measurement,5) data analysis & probability.

The five process standards were:

1) problem solving,2) reasoning and proof,3) communication,4) connections,5) representation.


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Mathematics Curriculum:Issues, Trends, and Future Directions

Why was mathematics curriculum chosen as a theme for the Seventy-second NCTMYearbook (2010)?

One explanation might be that mathematics curriculum

was chosen as the central theme because of the present interest in curriculumrevision. Since it should be understood that such revision ought to be a continuousprocess , the discussions here in presented are not final . However, they furnish a basisthat will help us to find better ways of determining how the proper content should beselected, arranged, and presented . (Reeve 1927,p. vii)

This is a timely response today, just as it was when it was originally stated by William D.Reeve in 1927 in the preface to the Second NCTM Yearbook, Curriculum Problems inTeaching Mathematics. It is a reminder that mathematics curriculum has long been atopic of keen interest in mathematics education. Some things dont change!

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urriculum Development Policy

KLSR/KLSM

KBSR 1983

KBSM 1988

SEMAKAN SEMULA KBSR/KBSMPPSMI/PPSMTI 2003/2006REVERT PPSMI 2012 MBM MBI

TRANSFORMASI KURIKULUMKSPK 2010 KSSR 2011 KSSM 2014

Video KSSR
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KSSR- module 2011

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1 Module

2

6

5

4

3

Mathematics year

Module

Module

Module

Module

Module

DSKP Y4

http://www.kssronline.com/p/kssr.html

KSSRPrinsip KSSR

Bentuk Kurikulum KSSR

Elemen merentaskurikulum

Hasrat KSSR

Perbezaan KBSR & KSSR

Organisasi Tahap 1

Organisasi Tahap 2

DSKP Y3

DSKP Y2

DSKP Y1
http://localhost/var/www/apps/conversion/tmp/scratch_6/Modul%20KSSR%20Matematik%20Tahun%201%20(B%20Malaysia).pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Modul%20P&P%20Nombor%20dan%20Operasi%20Tahun%203.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Modul%20P&P%20Mate%20Thn%204.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Modul%20P&P%20Nombor%20dan%20Operasi%20Tahun%202.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/DSKP%20MATEMATIK%20SK%20TAHUN%204.pdfhttp://www.kssronline.com/p/kssr.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Prinsip%20KSSR%20(1).pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Bentuk%20Kurikulum%20KSSR.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Elemen%20Merentas%20Kurikulum.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Elemen%20Merentas%20Kurikulum.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Hasrat%20KSSR.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Perbezaan%20KBSR%20dan%20KSSR.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Organisasi%20Tahap%20I%20KSSR.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Organisasi%20Tahap%20II%20KSSR.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Dokumen%20Standard%20Matematik%20SK%20Tahun%203.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Dokumen%20Standard%20Matematik%20SK%20Tahun%203.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ds%20matematik%20thn%202.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Dokumen%20Standard%20Matematik%20SK%20Tahun%203.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/DSP%20Matematik%20Tahun%201.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Dokumen%20Standard%20Matematik%20SK%20Tahun%203.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/DSP%20Matematik%20Tahun%201.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Dokumen%20Standard%20Matematik%20SK%20Tahun%203.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ds%20matematik%20thn%202.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Dokumen%20Standard%20Matematik%20SK%20Tahun%203.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Dokumen%20Standard%20Matematik%20SK%20Tahun%203.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Dokumen%20Standard%20Matematik%20SK%20Tahun%203.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Organisasi%20Tahap%20II%20KSSR.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Organisasi%20Tahap%20I%20KSSR.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Perbezaan%20KBSR%20dan%20KSSR.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Hasrat%20KSSR.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Elemen%20Merentas%20Kurikulum.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Bentuk%20Kurikulum%20KSSR.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Prinsip%20KSSR%20(1).pdfhttp://www.kssronline.com/p/kssr.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_6/DSKP%20MATEMATIK%20SK%20TAHUN%204.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Modul%20P&P%20Nombor%20dan%20Operasi%20Tahun%202.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Modul%20P&P%20Mate%20Thn%204.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Modul%20P&P%20Nombor%20dan%20Operasi%20Tahun%203.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/Modul%20KSSR%20Matematik%20Tahun%201%20(B%20Malaysia).pdf


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Why Malaysia curriculum change?

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New curriculum 2016

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PISA test ranking

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Its ok.

Im late to school.

Video 11transformation in

edu
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What happens when classroomdoors close and math instruction

begins?

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PRESENTED BY | ZULATFI BIN MAT RIPINMP 101438


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The ImplementedMathematics curriculum

Secondary School

Primary School

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180 minutes(10-13 topics)

150-200 minutes(10-13 topics)


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What teachers do in the classrooms.

Teachers conceptions on the elements ofthe curriculum.


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What are the instruments that the

teachers used in implementingmathematics' curriculum?

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Textbooks

Syllabus

Professionaldevelopment

Lessonplan

Technology

??

??


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The ImplementedMathematics curriculum: Teaching

Teacher-creating lesson plan

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Induction SetState theobjective

Priorknowledge

Teachingcontents

ActivityGuidanceAssessment


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The Implemented curriculum

What is the teaching model that we use?

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Gagne Model- "The Conditions of Learning" (1965),

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How many years that the teachers in Malaysia use thismodel (Gagne Model) in teaching and learningMathematics?

Why we are bound by the Gagne Model in ourteaching?

It is the best teaching model?

Why?

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h l d


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Five main aspects in Implementedmathematics Curriculum:

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ImplementationMathematicsCurriculum

ProblemSolving

Communicationin Mathematics

Mathematicalreasoning

Integrations inMathematics

Technology


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Problem Solving

Problem solving method that we used isPolyas method as the following:

i. Understanding the problem ii. Devise a plan

iii. Implement a plan iv. Checking the solution

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Mathematical reasoning

Reasoning or logical thinking is the basis forunderstanding and mathematical solutions.

Students are encouraged to predict and guessthe process of finding a solution.

By using concrete, calculator, computer, andothers.

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Relationship in Mathematics

With integration, students can seeMathematics as a comprehensive idea.

Students will be able to use mathematics incontextual learning in different fields.

Mathematics in Science

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Technology

Technology will help students to understand andexplore the concepts of Mathematics.

The use of computers, educational software, websitesand learning packages will help the teachers inimproving their pedagogical skills.

Frog-VLE

Introducing iPad in the Curriculum - Maths

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http://localhost/var/www/apps/conversion/tmp/scratch_6/Introducing%20iPad%20in%20the%20Curriculum%20-%20Maths.mov.avihttp://localhost/var/www/apps/conversion/tmp/scratch_6/Introducing%20iPad%20in%20the%20Curriculum%20-%20Maths.mov.avihttp://localhost/var/www/apps/conversion/tmp/scratch_6/Introducing%20iPad%20in%20the%20Curriculum%20-%20Maths.mov.avihttp://localhost/var/www/apps/conversion/tmp/scratch_6/Introducing%20iPad%20in%20the%20Curriculum%20-%20Maths.mov.avihttp://localhost/var/www/apps/conversion/tmp/scratch_6/Introducing%20iPad%20in%20the%20Curriculum%20-%20Maths.mov.avi


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PRESENTED BY | ZULHELMI BIN ZULKPLI

(MP121398)


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Attained Curriculum

Defined as achieved or learnedcurriculum

Refers to the curriculum outcomes basedon the first two types of curriculum, theintended and the implemented.

Considered as a product of schooling.

Indicates students performance inrelation to the objectives and theactivities.

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Attained Mathematics Curriculum

What students acquire in terms ofmathematical knowledge which includesconcepts and skills, the processesinvolved in doing mathematics andattitudes towards the subject.

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Attained Curriculum


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Attained Curriculumfrom NCTM Standards

MATHEMATICALKNOWLEDGE

1. Conceptualunderstanding

2. ProceduralKnowledge

3. Problemsolving skills

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Conceptual Understanding

Students use the concepts and theirpresentations to discuss or classifymathematical object.

They used to compare and contrastobjects and to form interrelationshipsbetween concepts and principles.

Example: they demonstrates and knowabout triangle concepts.

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Procedural Knowledge

When they select and apply procedurescorrectly.

Assessed with their level of skill inexecuting procedures correctly.

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Problem solving

It requires students to :a) recognize and formulate the situation

in mathematical termsb) determine which relationships are

necessary & sufficient.

c) Manipulate those relationships &communicate the results

d) Use reasoning in new settings43


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Attained Curriculum

Student performance measured throughlarge scale assessments such asstandardized test, state assessments orNational Assessment of educationalProgress (NAEP).

Student performance what student wasthinking & doing when they responded toitem; Seeking student work is importantin assessing achievement.

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NAEP Assessment

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NAEP Assessment

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Example 2 : Regular student-constructedresponse problem & answer

Attained Curriculum


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Attained CurriculumMathematics KBSR & KBSM

Overall in attained mathematicscurriculum are emphasize to:

a) concept building ( pembinaan konsep )b) skill acquisition ( pemerolehan

kemahiran )c) Inculcation of positive values

( penerapan nilai positif )

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Mathematics KBSR & KBSM

Other Elements

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Problem

solving inMathematics

Communicationin Mathematics

Application ofTechnology

MathematicalReasoning

MathematicalConnections

Next


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Assessment in Problem solving

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Back

Examples of Mathematics


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Examples of MathematicsCommunication

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NEXT

Another Communication in


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Another Communication inMathematics

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Back

Example of Application of


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Example of Application oftechnology

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Students use computer suchas Ms Excel

NEXT


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M d M th ti l


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Measured MathematicalConnections

Example 1: Connecting Different Models for the SameConcept

In mathematics, many concepts can be representedin different ways.

Consider the ways of representing 3/4.

0 1

One of them is NOT a valid representation ofwhat we mean by 3/4

Do you understand why?

Can you express that understanding in words?

NEXT


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Reasoning in Mathematics

Example:

35 9 =

The teacher can ask questions like this:

Do you think it would help to know that 35 20 = 15?

How would it help you to think of 19 as 15 + 4?

Would it help to count on from 19 to 35?

It is also important for children to recognize invalidarguments, such as:

Would it help to count backward from 19? NEXT


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Reasoning in Mathematics

Example 2:

Find a set of these numbers that sums to 100.

( 3, 6, 12, 15, 21, 27, 42, 51)

Back


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R fl t thi ki g


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Reflect thinking

What methods that can be measuredstudents performance wereimplemented in new mathematics

curriculum?


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PRESENTED BY | ROSMAWATI BINTI ISMAIL

(MP121392)


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COMPARISON BETWEEN FINLAND

ANDSINGAPORE


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EDUCATION SYSTEM IN SINGAPORE

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INTENDED


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INTENDED

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FINLAND

SINGAPORE

Development of mathematical thinking , and for the learningmathematical concepts

The most widely used problem-solving methods Develop creative and precise thinking Guide in finding and formulating problems also seeking the

solutions(Finnish National Board of Education,2013)

The syllabuses adopt a spiral approach The syllabuses are guide for teacher to plan their mathematics instructional

programmes Teachers are not bound the sequence of topics but ensure that the

hierarchy and linkage are maintained Teachers are free to exercise flexibility and creativity when drawing up plans

of work which serve as a blueprint for them to implement the instructionalprogramme

Textbooks are an essential part of the intended curriculum Produced by publishers with close guidance from curriculum specialist of the

curriculum planning and development division(CPDD) at the MOE All textbooks used in schools must have the approval of the MOE

(National Institute of Education Singapore,2013)

IMPLEMENTED


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IMPLEMENTED

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FINLAND

SINGAPORE Closely monitored and implemented in well-resourced schools byhighly trained teachers most of whom are subject specialist.

Singapore has a centralized system of education and as such hasa national curriculum for mathematics

Highly influenced by various forms of testing and high stakesexaminations

Progress systematically and create a lasting foundation for theassimilation of mathematical concept and structures

The disciplines concrete nature serves as an important aid inbringing together the pupils experiences and systems of thoughtwith the abstract system of mathematics.

ICT are to be used to support the pupils learning process

ACQUIRED


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ACQUIRED

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GRADES1-2

GRADES3-5

GRADES6-9

FINLAND

FINLAND


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FINLAND

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SINGAPORE


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SINGAPORE

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Figure 1: The Singapore Mathematics Curriculum Framework Pentagon Model


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As we all knew that, Singaporehad followed U.S curriculum

design. Why Singapore can defeatU.S in ranking TIMSS and PISA?

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REFERENCES


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REFERENCES

Berinderjeet, K.(2013).Mathematics Education In Singapore.National Institute Of

Education.Singapore.

Jaguthsing,D.(2012).The Singaporen Mathematics Curriculum:connection ToTIMSS.Nanyang Technologigal University,singapore.

Timo, L.(2010).Basic Education Reform In Finland-how To Develop The Top RankedEducation System?. Finnish National Board Of Education.Toronto,Canada.

Yeap Ban, H.(2010).The Singopore Mathematic Curriculum And MathematicalCommunication.NationalInstitute Of Education.Nanyang Technological University,singapore.

Finnish National Board Of Education

http://www.oph.fi/english/education_system/international_perspectives Ministry Of Education Singaporehttp://www.moe.gov.sg/education/
http://www.oph.fi/english/education_system/international_perspectiveshttp://www.moe.gov.sg/education/http://www.moe.gov.sg/education/http://www.moe.gov.sg/education/http://www.oph.fi/english/education_system/international_perspectiveshttp://www.oph.fi/english/education_system/international_perspectiveshttp://www.oph.fi/english/education_system/international_perspectives

Intended Implimented and Aquired Curriculum UTM 2013

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