PRESENTED BY | MOHD FARHAN BIN BROHAN MP 121194 | ZULATFI BIN MAT RIPIN MP 101438 | ZULHELMI BIN ZULKPLI (MP121398)

| ROSMAWATI BINTI ISMAIL (MP121392)

PRESENTED BY | MOHD FARHAN BIN BROHAN MP 121194

What is the meaning of intended curriculum?

The Intended curriculum

The intended curriculum (a set of standards or learning experiences compiled by the educational community) Barbara J.R,Jennifer M. & Bay-Williams (2003)

The Intended Curriculum - Curriculum authorities at the local, state, and national level specify particular learning expectations, often delineated by grade, for school mathematics instruction. Often called curriculum standards, these learning expectations furnish guidance regarding what should be taught and when various mathematical content and processes should receive emphasis in the school program. They also guide the development of textbooks and assessments designed to monitor school programs. (Barbara,J.R, Robert, E.R, & Rhete, R, 2010)
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The mathematical content of the mathematics curriculum falls into the general categories of number and operation, geometry measurement, probability & statistics and algebra & functions. However, the intended learning goes beyond this content to include the development of students abilities to understanding, represent, and apply this content-based knowledge in meaningful ways. Dossey, J.A et al (2002)

Therefore, Intended curriculum: refers to a set of objectives set at the beginning of any curricular plan it establishes the goal, the specific purposes, and the immediate objectives to be accomplished. it answers what the curriculum makers want to do
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Overview
Attained curriculum: pupil
knowledge, skills, & attitudes

Implemented curriculum: goals, strategies, &

practices carried out in classrooms

Intended Curriculum: system-wide policies, plans, & goals

Apply knowledge & skills to real world situation & represent these situation in graphical, symbolical, numerical & verbal formats

CURRICULUM EVALUATION & STANDARD

Curriculum Evaluation and Standards for School Mathematics NCTM 1989 The Standards document proposed four general social goals for mathematics education: mathematically literate workers, lifelong learning, opportunity for all, and an 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, and applications to an emphasis on dispositions, attitudes, and beliefs about the nature of mathematical knowledge and about ones own mathematical thinking. (Romberg, 1992)

Other NCTM Standards

The advocates of the NCTM standards were quick to realize the necessity of providing teachers with some guidelines for implementing the new curriculum. As such, the document Professional Teaching Standards for Teaching Mathematics was published in 1991 by NCTM and subsequently the Assessment Standards for School Mathematics was published in 1995. By the end of the 1990s, the 1989 Standards were in need of a revision and thus came the NCTMs Principles and Standards for School Mathematics in 2000. Six guiding 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 to accommodate four grade bands: Grades pre-K 2, Grades 3 5, Grades 6 8, and Grades 9 -12.

What Is Principles and Standards for School Mathematics?

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Principles & standards for School Mathematics is a guide for focused, sustained efforts to improve students school mathematics. It aims to do the following: # Set forth a comprehensive & coherent set of learning goals. #Serve as a resource for teachers. #Guide the development of curriculum #Stimulate ideas & ongoing conversations (NCTM 2000)
References: http://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdf
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Five content and five process standards for Pre-K12 Mathematics.

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.

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

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Mathematics Curriculum: Issues, Trends, and Future Directions

Why was mathematics curriculum chosen as a theme for the Seventy-second NCTM Yearbook (2010)? One explanation might be that mathematics curriculum was chosen as the central theme because of the present interest in curriculum revision. Since it should be understood that such revision ought to be a continuous process, the discussions here in presented are not final. However, they furnish a basis that will help us to find better ways of determining how the proper content should be selected, 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 in Teaching Mathematics. It is a reminder that mathematics curriculum has long been a topic of keen interest in mathematics education. Some things dont change!

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Curriculum Development Policy

KLSR/KLSM KBSR 1983 KBSM 1988 SEMAKAN SEMULA KBSR/KBSM PPSMI/PPSMTI 2003/2006 MBM MBI REVERT PPSMI 2012

TRANSFORMASI KURIKULUM KSPK 2010 KSSR 2011 KSSM 2014

Video KSSR

KSSR- module 2011

KSSR
Prinsip KSSR Bentuk Kurikulum KSSR Elemen merentas kurikulum Hasrat KSSR Organisasi Tahap 1

Mathematics year
1 2 3 Module

DSKP Y1
DSKP Y2 DSKP Y3 DSKP Y4

Module
Module Module Module Module

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5 6

Organisasi Tahap 2
Perbezaan KBSR & KSSR

http://www.kssronline.com/p/kssr.html
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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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Malaysia ranking - PISA

The official explanation given on the page following the Ministry of Education outlines of the factors that cause the PISA results in lower raking: 1. Attitudes - many students who do not participate vigorously as I consider this assessment is not important. A lot of questions unanswered. 2. Format of the question - more like PISA question that requires an understanding of the long text, translation and reflection of real life. Questions exams simpler and based on figures and tables. 3. Teachers preference - Most of the teachers prioritize spending syllabus quickly and did not take students understand about the concept. Many shortcuts are used to memorize especially through drills.
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Its ok. Im late to school.

Video 11 transformation in edu

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What happens when classroom doors close and math instruction begins?

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PRESENTED BY | ZULATFI BIN MAT RIPIN MP 101438

The Implemented Mathematics curriculum

Secondary School

150-200 minutes (10-13 topics)

Primary School

180 minutes (10-13 topics)

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The Implemented Mathematics curriculum

What teachers do in the classrooms. Teachers conceptions on the elements of the curriculum.

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 What are the instruments that the teachers used in implementing mathematics' curriculum?

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The Implemented Mathematics curriculum

??
Technology

Lesson plan

Professional development

Textbooks Syllabus

??

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The Implemented Mathematics curriculum: Teaching

Teacher-creating lesson plan

Induction Set

State the objective

Prior knowledge

Teaching contents

Assessment

Guidance

Activity

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The Implemented curriculum

What is the teaching model that we use?

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The Implemented Mathematics curriculum

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

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The Implemented Mathematics curriculum

How many years that the teachers in Malaysia use this model (Gagne Model) in teaching and learning Mathematics? Why we are bound by the Gagne Model in our teaching? It is the best teaching model? Why?

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The Implemented Mathematics curriculum Five main aspects in Implemented mathematics Curriculum:
Mathematical reasoning Communication in Mathematics Integrations in Mathematics

Problem Solving

Implementation Mathematics Curriculum

Technology

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Problem Solving

Problem solving method that we used is Polyas method as the following: i. Understanding the problem ii. Devise a plan iii. Implement a plan iv. Checking the solution

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Communication in Mathematics
Refer to : i. reading and understanding the problems, ii. Interpret diagrams and graphs, and use the term Mathematics properly and accurate during presentations and writing.

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Mathematical reasoning
Reasoning or logical thinking is the basis for understanding and mathematical solutions. Students are encouraged to predict and guess the process of finding a solution. By using concrete, calculator, computer, and others.

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Relationship in Mathematics

With integration, students can see Mathematics as a comprehensive idea. Students will be able to use mathematics in contextual learning in different fields. Mathematics in Science

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Technology
Technology will help students to understand and explore the concepts of Mathematics. The use of computers, educational software, websites and learning packages will help the teachers in improving their pedagogical skills. Frog-VLE

Introducing iPad in the Curriculum - Maths

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PRESENTED BY | ZULHELMI BIN ZULKPLI (MP121398)

Attained Curriculum
Defined as achieved or learned curriculum Refers to the curriculum outcomes based on the first two types of curriculum, the intended and the implemented. Considered as a product of schooling. Indicates students performance in relation to the objectives and the activities.
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Attained Mathematics Curriculum

What students acquire in terms of mathematical knowledge which includes concepts and skills, the processes involved in doing mathematics and attitudes towards the subject.

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Attained Curriculum from NCTM Standards

2. Procedural Knowledge 1. Conceptual understanding 3. Problem solving skills

MATHEMATICAL KNOWLEDGE

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Conceptual Understanding
Students use the concepts and their presentations to discuss or classify mathematical object. They used to compare and contrast objects and to form interrelationships between concepts and principles. Example: they demonstrates and know about triangle concepts.
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Procedural Knowledge
When they select and apply procedures correctly. Assessed with their level of skill in executing procedures correctly.

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Problem solving
It requires students to : a) recognize and formulate the situation in mathematical terms b) determine which relationships are necessary & sufficient. c) Manipulate those relationships & communicate the results d) Use reasoning in new settings
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Attained Curriculum
Student performance measured through large scale assessments such as standardized test, state assessments or National Assessment of educational Progress (NAEP). Student performance what student was thinking & doing when they responded to item; Seeking student work is important in assessing achievement.
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NAEP Assessment

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NAEP Assessment

Example 2 : Regular student-constructed response problem & answer

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Attained Curriculum Mathematics KBSR & KBSM

Overall in attained mathematics curriculum 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

Problem solving in Mathematics

Application of Technology
Other Elements

Communication in Mathematics

Mathematical Connections

Mathematical Reasoning
Next
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Assessment in Problem solving

Back
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Examples of Mathematics Communication

NEXT
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Another Communication in Mathematics

Back
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Example of Application of technology

Students use computer such as Ms Excel

NEXT

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Students use Geometers Sketchpad software

Back
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Measured Mathematical Connections

Example 1: Connecting Different Models for the Same Concept In mathematics, many concepts can be represented in different ways.
Consider the ways of representing 3/4. One of them is NOT a valid representation of what we mean by 3/4

Do you understand why?

NEXT

Can you express that understanding in words?

EXAMPLE
Mathematical Connections
Example 1: Connecting New Concepts to Old Concepts 1. Which decimal is equivalent to 12 percent? 2. Which decimal is equivalent to .9 percent? Connected percents to rational numbers, reasoning that 12 percent means 12/100. Then connected the fraction to a decimal: 12/100 = 0.12 .9 percent means 0.9/100, which converts to 0.009
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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 invalid arguments, such as: Would it help to count backward from 19? NEXT

Reasoning in Mathematics Example 2:

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

Find a set of these numbers that sums to 100.

Back

Attained Curriculum in Mathematics KSSR

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Reflect thinking

What methods that can be measured students performance were implemented in new mathematics curriculum?

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PRESENTED BY | ROSMAWATI BINTI ISMAIL (MP121392)

COMPARISON BETWEEN FINLAND AND SINGAPORE

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EDUCATION SYSTEM IN SINGAPORE

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INTENDED
FINLAND
Development of mathematical thinking, and for the learning mathematical 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)

SINGAPORE 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 instructional programme 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
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IMPLEMENTED
FINLAND Progress systematically and create a lasting foundation for the assimilation of mathematical concept and structures The disciplines concrete nature serves as an important aid in bringing together the pupils experiences and systems of thought with the abstract system of mathematics. ICT are to be used to support the pupils learning process

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

Singapore has a centralized system of education and as such has a national curriculum for mathematics
Highly influenced by various forms of testing and high stakes examinations
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ACQUIRED
FINLAND

GRADES 1-2

GRADES 3-5

GRADES 6-9

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FINLAND

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SINGAPORE

Figure 1: The Singapore Mathematics Curriculum Framework Pentagon Model

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As we all knew that, Singapore had followed U.S curriculum design. Why Singapore can defeat U.S in ranking TIMSS and PISA?

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REFERENCES
Dossey, J.A, McCrone,S., Giordano, F.R, Weir, M.D (2002). Mathematics Methods and Modeling for Todays Mathematics Classroom:A contemporary approach to teaching grades 7-12.USA.Thompson learning Inc Barbara J Reys & Jennifer M. Bay-Williams (2003) Mathematics Teaching in the Middle School:The Role of Textbooks in Implementing the Curriculum Principle and the Learning Principle. October 2003, Volume 9, Issue 2, pp 120 - 124 Reeve, William David, ed.(1927) Curriculum Problems in Teaching Mathematics, Second Yearbook of the National Council of Teachers of Mathematics. New York: Bureau of Publications: Teachers College, Columbia University, Barbara,J.R, Robert, E.R, & Rhete, R, (2010) Mathematics Curriculum Issues, Trends, and Future Directions: Seventy-second Yearbook.The national council of teachers of mathematics, inc (NCTM). Romberg, T. A. (1992). Problematic features of the school mathematics curriculum. In P. W. Jackson (Ed.), Handbook of Research on Curriculum (pp. 749-788). New York: Macmillan.

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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 To TIMSS.Nanyang Technologigal University,singapore.

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

Yeap Ban, H.(2010).The Singopore Mathematic Curriculum And Mathematical Communication.National Institute Of Education.Nanyang Technological University,singapore.
Finnish National Board Of Education http://www.oph.fi/english/education_system/international_perspectives Ministry Of Education Singapore http://www.moe.gov.sg/education/

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