engleski

Standardization of learning outcomes in teaching mathematics

This work presents critical approach in analysis of recent curriculum documents and literature relevant for evaluation of learning outcomes. Author focuses on advantages and disadvantages of standardization using didactical and pedagogical approach to mathematics education. In recent literature related for teaching mathematics there is growing focus on social and pedagogical dimensions of teaching and learning as key assumptions of students' success in mathematics. Therefore, learning outcomes should evaluate all parts of mathematics curriculum, but in national curriculum documents only educational outcomes of mathematics content are being relevant. Author indicates negative implications of neglecting pedagogical dimensions of teaching and learning mathematics, and emphasizes contradiction between standardization and pedagogical evaluation of learning outcomes. Considering the totality of factors influencing mathematics education, validation of learning outcomes should include pedagogical and psychological dimensions of teaching process and emotional and affective components of learning outcomes. In the conclusion, author suggests guidelines toward upgrading learning outcomes by integrating students’ abilities, needs, work habits, attitudes and beliefs with clear objectives, goal setting methods and assessments specified in the curriculum.

learning outcomes, social and affective dimensions of teaching and learning mathematics

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