Naslov
Implementation of math curriculum as part of the core curriculum in Croatia

Autori
Baranović, Branislava

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
European Conference on Educational Research (ECER, 2011) / - , 2011

Skup
European Conference on Educational Research (ECER)- Urban Education

Mjesto i datum
Berlin, Njemačka, 12.09.2011. - 16.09.2011

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
mathematics implemented curriculum; compulsory education in Croatia; empirical research

Sažetak
The presentation is based on the findings of the empirical research on teachers’ perception of mathematics education in compulsory education in Croatia. The main research goals were to identify: (1) How teachers understand mathematical literacy? (2) How mathematical literacy is taught in schools? and (3) How teachers estimate the existing mathematics curriculum? The PISA concept of mathematical literacy, including its theoretical elaboration, and student centered approach to teaching based on cognitive and social constructivism formed the theoretical framework for the research questions and instruments. The research was carried out during 2010 using a random stratified representative sample of 625 math teachers (Grades 5-8) from elementary schools throughout Croatia which is 31% of the total number of math teachers in Croatia. The sample of schools was designed to include schools from different regions, locations (urban and rural) and socio-economic backgrounds. The administered teachers’ questionnaire consisted of closed questions set mainly on 5-grade Likert scales and a few open questions covering the following dimensions of math education: teachers’ mathematics-related believes, importance of students’ learning outcomes that foster the development of mathematical literacy, students’ activities during math lessons, usage of teaching materials and tools, teachers’ estimates of the characteristics of the existing math curricula and teachers’ perception of self-efficacy. The findings indicate that the traditional approach to the math teaching prevails in the most of the analysed dimensions. For instance, when defining mathematical literacy, the teachers attribute less attention to the students' learning outcomes which are characteristic of PISA concept of mathematical literacy (e.g. students' reasoning about mathematical concepts and processes, critical thinking and mutual communication of ideas and results) then to the traditional ones (e.g. hard and thorough work of students during math lessons, students’ confidence in solving standard mathematical tasks and mastering the math syllabi). A prevalence of traditional teaching is also evident from the findings on the teaching methods, teaching materials and tools. According to the teachers’ estimates, during the mathematics lessons students most often resolve standard mathematical tasks. In contrast to this, students most rarely do autonomous research and experiments on mathematical concepts, explain their own ideas and conclusions in written form and do their own projects. Equally, the teachers most often use traditional teaching materials and tools (textbooks, handbooks) while most rarely ICT. The math curricula are regarded obsolete and not integrated sufficiently with other subjects. In conclusion, planned and implemented math curricula in compulsory education should be substantially changed.

Izvorni jezik
Engleski

Znanstvena područja
Sociologija, Pedagogija

POVEZANOST RADA