Naslov
Comparison of educational curricula of elementary school mathematics: case of the Republic of Croatia

Autori
Soldo, Ružica

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
INTED2023 Proceedings / Gómez Chova, Luis ; González Martínez, Chelo ; Lees Joanna - Valencia : INTED2023 Proceedings, 2023, 405-409

ISBN
978-84-09-49026-4

Skup
17th International Technology, Education and Development Conference - INTED2023

Mjesto i datum
Valencia, Španjolska, 06.03.2023. - 08.03.2023

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
Curriculum, competencies, goals, mathematics, teaching content, weekly and annual number of hours.

Sažetak
The results of international research showed poor results of Croatian students in mathematical literacy and problem solving, which led to the need to revise national curricula. This paper presents a content analysis and a comparative analysis of the curriculum of mathematics subject in elementary school education in the Republic of Croatia. With the help of qualitative content analysis, the goals, content, weekly and annual number of hours of the mathematics subject according to the National Framework Curriculum in 2011 were compared with the curriculum adopted through the School for Life project in 2019. The results of the analysis show that the curricula do not differ significantly in the set goals and content, weekly and annual number of hours. Differences appear in the redistribution of teaching contents that are covered in individual classes. Analyzing the content of the development of educational outcomes, it was observed that within the framework of the National Framework Curriculum in 2011, according to Bloom's taxonomy, typical active verbs predominate at a lower level of understanding and knowledge of the cognitive domain, while typical active verbs can also be found among the outcomes of the School for Life. According to the results of this study, we conclude that levels of achievement of educational outcomes do not point to a systematic disburdening of students. Only a different way of distributing the teaching material by cycles or classes is shown. The research shows that the new curriculum of the School for Life emphasizes increasing the competence of students in solving problems and critical thinking, which represents some of the key skills of the 21st century.

Izvorni jezik
Engleski

Znanstvena područja
Matematika, Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA