TECHNOLOGY IN MODERN CURRICULA

Cvetka Rojko

The Contents

• Educational system in Slovenia and changes of mathematical curricula

• Role and significance of technology in the curricula

• Examples

Educational System in Slovenia

19

15

15

6

VOCATIONAL FINAL EXAMINATION

SECONADARYVOCATIONAL SCHOOL

VOCATIONALTECHNICAL S.

HIGH TECHNICAL SCHOOL

UNIVERSITY

GENERAL FINAL EXAMINATION

LOWER VOC. SCHOOL

SECUNDARY TECHNICAL SCHOOL

GYMNASIUM

PRIMARY SCHOOL

Key Competences for lifelong learning –A European Reference Framework

• Communication in the mother tongue;• Communication in foreign languages;• Mathematical competence and basic

competences in science and technology;• Digital competence;• Learning to learn;• Social and civic competences;• Sence of initiative and entrepreneurship; and• Cultural awarness and expression.

(http://europa.eu/scadplus/leg/en/cha/c11090.htm)

The main guidelines in changing of curricula

• Concept of competences• More opened curriculum• Higher autonomy of schools, teachers and students

• Stronger interdisciplinary connections• The learning process focused onto the student • Different role of a teacher

Changes in mathematical curricula

Following:• Problems in previous curricula – low motivation, low

capacity, low work habits• What the students need, when they finish the secondary

vocational or technical education (new demands of different vocations, further education)?

Important guidelines in new curricula:• Connection between mathematics and other fields• Use of technology• Differentiation of the goalsinductive and deductive approaches, different role of the

teacher

Mathematical competences

• understanding and ability of using of basic mathematical concepts;• ability of collecting, organizing and analyzing data;• ability of using mathematical tools in communication;• ability of use of technology in mathematical procedures;

• ability of interpretation and critical estimation in using mathematics in vocational situations;

• ability of problem solving in mathematics;• ability of planning and organizing working procedures;• ability of cooperation and team work;• responsibility for own knowledge and learning;• accepting and experiencing mathematics as a cultural worth;• trusting in ones own mathematical capacity and development of

positive self-esteem.

Two viewpoints of use of technology

Development of mathematical knowledge and competences with the support of technology

Development of knowledge for use of

technology while doing mathematics

Kind of technology to use

• numerical and graphical calculators, • dynamic geometry software (or other software for geometrical

constructing, that students use in their vocation – for vocational school),

• software for 3D constructing, • computer algebra system (for technical school),• different software for learning specific matter in mathematics,• other software, which is used in different vocations or

technical disciplines and enable learning or use of mathematics.

• Other technology? (e-mail, internet, virtual classroom, …)

Purpose of use of technology in vocational and technical education

• deal with more complex and realistic examples, especially from the specific vocation,

• development of more complex mathematical strategies, • use of mathematics in other subjects and in vocation, • learning to perform mathematical procedures with

technological tools,• help in the process of learning for some students with less

calculation skills or specific lack in the knowledge,• overcoming of the troubles in routine work

Examples

• dealing with the realistic cases from

vocation or life, • performing of mathematical and empirical investigations,

• modeling and use of mathematical models• performing of interdisciplinary projects, in which also the teacher of mathematics is present

Changes in the praxis

Depend on teacher

The only real curriculum is such

as our students are going through.