UNI

T1 THEMATHEMATI
CSCURRI
CULUM

Outcomes: Indi
cator
s:
By t he end oft he Explain, in-dept
h, t he
coursest udentswi l
l scope and cont ent of
beabl et o: mathemat i
cs syll
abus at
1.scope and t heJHSlev el.
content of
mat hemat ics at
thel evelatwhi ch
theyar et eaching
NTS1a, b,f;
2c, d,
e, f
;3b, c,e,f,g,h,
i
, j
)

2.rati
onale, ai ms Descr ibe t he r ati
onale,
andobj ectivesof ai ms and obj ect
ives of
teaching theteachingmat hemat i
cs
mat hemat icsand att hislevel
thei
ri mpl icati
ons St ate some i nstr
ucti
onal
for mat hemat i
cs impl i
cat i
ons of t hese
pedagogy NTS r ati
onale, ai ms and
1a,b,f ;2c,d,e,f ; objecti
ves as a
3b,c,e, f,g,h,i,j
) pr ospectiveteacher

Asapr ospectiveteacher ,thef ir

sttoolsy ouwoul dbegi venwheny ouobt ainy our
teachingl icenseisacur r
iculum.Whatweexpecty out olearnandcont inual l
yr eflect
oni nt akingt hiscoursei sf ory out oquest iont heschoolcur r
icul
um andcr iti
cal l
y
engagewi t hit
.Thiswoul dr equireaskingy our sel
fquest i
onssuchas:1)whatsor tof
count ryar eweat tempt ingt o buil
d,thati s,ani ndustri
ali
sedcount ry ,af ulfi
lled
cit
izenr y,a count ry which i s open tov aried and somet imes opposi ng v iews
(democr ati
ccount ry)orwhet heritoughtt ohav eacent ral
isedaut horitythatcan
unifysoci etythroughuncont est
edpol i
ciesandpr act i
ces?2)Whatki ndofci tizeni s
requiredi ny ourdesirednat ioncal l
edGhana?3)Whatschoolsubj ectsshoul dsuch
i
magi nedci ti
zenshav etot ake? Youwoul dr ealiset hatinor dertoanswert hese
quest ions,somemor alphilosophymustbei nvol vedi nconsi der
ingt hesor t
sof
personsourst udentsoughtt obecome;whet hertheyshoul dbecompl iantwi t hour
request sinor dertobe‘ good’ ci
ti
zens,orwhet hert heyoughtt obeskept ical,cur i
ous
and, perhaps, chall
engingi nourat temptt obui ldapr osperous,proudandi ndust ri
ous
count ry?
Suchquest ionsandmanyot hersmeant hatyourr ol
easat eacheriscr i
ti
cal.As
teachers,weshapet hedesti
nyofthenat i
ont hr
oughouror ientati
ontowardsther ol
e
ofeducat i
onandschooli nnationbuilding.Playi
ngt hisrolecallsforasenseof
responsibi
li
tyandcommi t
menttot hegoodofal lstudent
s;thosewhogi f
tedversus
thosewhor equir
eextrasupport
;thosewhoar ef r
om wealthyf amil
iesversusthose
from low socioeconomicbackgrounds;thosewhoar esel
fmot i
vat
edv ersusthose
whodonotev enknowwhyt heyar einschooli nthef ir
stplace.Addi t
ionally,itcalls
fort eachers who can cr i
ticall
y analyse educationaldocument si ncl
udi ng the
mat hemat i
cssyllabusandt extbooks( whichar eexampl esofcur r
icularmat eri
als)
andaski ngthecriti
calquestion;towhatpur posedot hesemat erial
sser ve?Oncey ou
areabl et oanswert hi
squest i
on,itislikelytoinfluencehow y outeach,whaty ou
teachordonott each,theteachi ngandl earningmat eri
alst ouse,et c.Donotsee
yourselfasbeingi ntheclassroom t otr
ansmi tinf
ormat i
on;rather,seey ourselfasan
i
ntellectualbei
ngwhoi sabl et or eadeducat i
onaldocument sandmakei nf ormed
decisionsaboutthepur poset obeser vedbyt hesedocument s;t
owhatpol it
ical ends,
socialends,economi cends,per sonalends? Butt hequestioni s,whatdowemean
bythet erm‘curr
iculum’?
Reflect
iveacti
vi
ti
es:1)Whatdoy outhinkist hepur
poseofeducation?2)Whatis
yourpersonalphi
losophyoft
eachi
ng?3)Di scusswit
hyourcoll
eagues,someofthe
viewsthathav eshapedandcontinuetoshapeGhana’ seducati
onalsystem,how
teachersshoul
dteachandwhattheyshoulddo.

MEANI
NGOFMATHEMATI
CSCURRI
CULUM ANDSYLLABUS
Curri
culum cat er
sf orbot hacademi candnon- academi caspect soft helearnerin
devel
opi ngi deasinmat hemat ics.Theacademi caspectoft hecur ri
culum equips
l
earnerswi thst r
ategiesl ikeconj ecturing,solving,def i
ning,graphinganddr awing
tabl
esandst rat
egies,anal ysi
ngi ssuesanddr awi ngv ali
dconcl usi
ons.Thenon-
academi caspect soft hecur r
iculum hel pst hel earnertodocooper atingactiv
iti
es
suchasembar ki
ngonexcur si
ons,f i
eldtri
ps,formi ngofmat hemat i
csassociati
ons,
emulati
ngt heexempl aryaspect sofhi smat hemat icsteacher,ti
memanagement ,
punctualit
y,eschewinglat enesst of unctionsandl ivi
ngv i
rtuesliv
esl i
kebeinghonest ,
sober,f
ai r
,standingupf ort hetruthandot herrelatedv i
rt
ues.

Whati
sCur
ri
cul
um?
Thewor d“ curri
culum”isf r
om aLat i
nwor d,“ curr
ere”,wit
hitsori
ginsint hechar i
ot
tracksofGr eece.Thus,from it
sLat i
norigin,thewor dcurri
cul
um li
terall
ymeans" to
runacour se."Manyat tempt shav ebeenmadebyeducat i
oni
ststodef i
net het er
m
curricul
um.Di f
ferentmeaningsoft heterm cur ri
culum havebeenconsider edov era
periodoft imewi thauthori
tiesnotr eachingconsensusast owhatt het ermr eall
y
means.Thi sis because cur r
iculum means di fferentthi
ngs to dif
ferentpeopl e
becausei trepresentsapoi ntofv i
eworaper specti
v eofpeopl
eandt heircult
ureand
thuswhatt heyv al
ue.Forexampl e,curri
culum hasbeendef i
nedvari
ouslyasf oll
ows:

Accor
dingt
oOl
i
va(
1997)
,cur
ri
cul
um i
s:
i
) t
hatwhi
chi
staughti
nschool
s;
i
i
) asetofsubj
ect
s;
i
i
i) apr
ogr
ammeofst
udy
;
i
v) asequenceofcour
ses;
v
) acour
seofst
udy
;
vi
) every
thi
ngt hatgoesonwi t
hintheschool
,incl
udi
ngext
ra-
classact
ivi
ti
es,
gui
dance,
andinter
personal
rel
ati
onshi
ps;
v
ii
) aser
iesofexper
iencesunder
gonebyl
ear
ner
sinaschool
;
v
ii
i) t
hatwhi
chani
ndi
vi
dual
lear
nerex
per
iencesasar
esul
tofschool
i
ng.
Scot
t(2008)defi
nesacur r
icul
um asfoll
ows:“Acurr
icul
um mayrefert
oasyst
em,as
i
nanat i
onalcurr
icul
um;ani nst
itut
ion,asinaschoolcur ri
culum;orev
ent oan
i
ndiv
idualschool
,asintheschoolgeographycur
ri
culum (
pp.19–20).
Kell
y(1983)referstocurri
culum as,
“Allt
helear
ningwhi chi
splannedandguidedby
theschool,whet heriti
scar ri
edoni ngroupsori ndi
vi
dual
ly,i
nsideorout
sidethe
school”
.Thisdef i
nit
ionofferssomeusef ulfeaturesofcur r
icul
um asitisnow
general
lyaccepted.
i
) Curri
cul
um doesnotsigni
fy“asy
ll
abus”whet
heri
tisdr
awnbyacent
ral
or
gani
zat
ionorwi
thasingl
eschool
i
i
) Iti
sdefi
nedwit
href
erencetolear
ningt
hati
splannedandguided.Thi
smeans
t
hatweneedtospeci
fyi
nadv ancewhatweareseeki
ngt oachi
eveandhowwear e
t
ogoabouti
t.
i
ii
) Nei thercont
entnormethodcanbev i
ewedi ni
sol
ati
onbutt
hatbot
hcanbe
pl
annedonlywhenclearai
mshavebeenenv
isaged.
i
v) I ndi
scussi
ngcur
ri
cul
um,iti
salsonecessarytoconsi
dert
hemeansbywhi
ch
t
hecour
seandthest
udent
staki
ngitcanbeassessed.
Howson,Kei
telandKilpat
ri
ck(1982)descri
betheterm cur
ri
cul
um asthatwhichis
composed of four key wor
ds orst atements;an aim,content
,met hods of
tr
ansmit
ti
ngthecontentandanassessmentprocedur
e.
Thus,curr
icul
um mustmeansomet hi
ngmoret hanthesyllabus-i
tmustencompass
theaims,cont ent,met hods,andassessmentpr ocedures.Inthecontextofthe
afor
ementionedf eat
uresi ti
sevi
dentt
hatour(Ghana’s)curri
culum wasqui
tenar
row
unti
lthe1990ssincet herewerenodefi
nedai
ms.
Despi
tet hevari
edv i
ewpoi
nts,thecurri
culum couldbedescr ibedast hatwhich
combinesacademicandnon-academicpursuits.Thisincludesthecourseofstudy
andactivi
ti
essuchasspeechday s,sport
ingact i
vit
ies,excursi
ons,fi
eldt
ri
psand
moraltr
aini
ng.Inawidervi
ew,thewor dcur
r i
culum means“ allt
heint
endedlear
ning
goal
s,experi
ences,t
eachi
ngmat eri
alsandev aluat
iont echni
queswhicheducators
pl
ananduse” .

Whati
smat
hemat
icssy
ll
abus?
Themat hematicssyl
labusdescri
besacour seofst udywit
hr efer
encet oapart
icul
ar
discipl
ine,ful
fi
lli
ngparti
cular
lytheacademi caspect softhecur ri
culum.Thuswe
mi ghthav esyl
labusesformat hemati
cs,EnglishlanguageandSci enceast heydo
existforthelowerandupperpar tsofthebasi candSHSl evels.Li
ket hecur
ri
culum,
thesy l
labushasanai m,anobjecti
ve,content,methodofteachingt hecont
entand
assessmentpr ocedure.Inshor
t,thesyl
labusisasubsetofthecur ri
culum.
The‘ basic’mat hemat i
cssy ll
abusi softhreepar ts.ThesearetheKi ndergarten( KG1
&KG2) ,l
ower‘ basic’(B1–B3) ,upper‘basic’(B4–B6)andt heJuni orhigh( JHS1-
JHS3) .Weal sohav etheSeni orhi ghschoolmat hematicssyllabus.Wecant alkof
twomai nt y
pesofsy l
labuses, thet eachi
ngsy ll
abusandt heexami nationsy l
labus.An
exampl e oft he exami nation sy l
labus ist he t y
pe used by t he WestAf r
ican
Exami nationsCounci l(WAEC)f ort heconductofi tsexaminations.Theexami nation
syl
labusesar epur poselyf orassessmentorev aluati
onofpr ogrammeandpl acement .
Ont heot herhand, t
eachi ngsy l
labusesaret heot hertypeofsyllabusest hatar eused
i
nschool sbyt eacherst ot each.Suchsy l
labusesgowi threcommendedt extbooks.
Theirgener alfeaturesar easf ollows:
i
. Rat
ional
e
i
i
. Phi
l
osophy
i
i
i. Gener
alAi
ms
i
v. Subj
ectAi
ms
v
. I
nst
ruct
ional
Expect
ati
ons
v
i. Cor
eCompet
enci
es
v
ii
. Lear
ningDomai
ns(
Expect
edLear
ningBehav
iour
s)
v
ii
i. At
ti
tudes
i
x. Val
ues
x. Assessment
xi
. Pedagogi
cal
Appr
oaches
xi
i
. Or
gani
sat
ionandSt
ruct
ureoft
heCur
ri
cul
um

Sel
f-
AssessmentQuest
ions
Exer
cise1.
1

1.Expl
aint
het
erm cur
ri
cul
um.
2.Di
sti
ngui
shbet
weenmat
hemat
icscur
ri
cul
um andsy
ll
abus.
3.Expl
aint
het
erm‘
cur
ri
cul
um’
.
Di
sti
ngui
shbet
weenmat
hemat
icscur
ri
cul
um andsy
ll
abus.
APPROACHESTOCURRI
CULUM
Asindicat
edear l
ier,thechall
engeindefi
ningwhatacurri
cul
um isasar esul
tofthe
di
ffer
entor ient
ations to curr
icul
um development. As wi
th anyt
hing rel
ated t
o
educati
on,therearemul ti
plevi
ewsorideologiesonhowtoappr
oacht hecurr
icul
um.
Weshal ll
ookatei ght(8)ofsuchappr
oachesnamel y:
1)I
deal
i
sm,2)Real
i
sm,
3)Per
enni
ali
sm,
4)Essent
ial
i
sm,
5)Exper
iment
ali
sm,
6)Exi
stent
ial
i
sm,
7)Const
ruct
ivi
sm,
and8)Reconst
ruct
ivi
sm
I
deal
ism
•I
deali
sm bel
i
ev esi
nrefi
nedwisdom;real
i
tyisaworl
dwi t
hinaper
son'
smind;t
rut
h
i
sintheconsi
stencyofi
deasandgoodnessisani
dealst
atetost
ri
vetoat
tai
n.
•Asaresul
t,schoolsexi
sttosharpent
hemi
ndandi
ntel
l
ect
ualpr
ocesses.St
udent
s
ar
etaughtt
hewi sdom ofpasther
oes.
Real
ism
•Real
ism assert
sthatobj
ect
sint
heext
ernalwor
ldexi
sti
ndependent
lyofwhati
s
t
houghtaboutthem.
•Reali
sm bel
ievesintheworl
dasitis.I
tisbasedont
hevi
ewthatr
eal
i
tyiswhatwe
observ
e.Itbeli
evesthattr
uthiswhatwesenseandobserveandt
hatgoodnessi
s
foundint
heor deroft
helawsofnature.
•Asar esul
t,school
sexistt
orev
eal
theor
deroft
hewor
ldanduni
ver
se.St
udent
sar
e
taughtfact
ualinf
ormat
ion.
Per
enni
ali
sm
1)Per
manencei
smor
ereal
thanchange.
2)Humannat
urer
emai
nsessent
ial
l
ythesame.
3)Thegoodl
i
fe-
-thel
i
fet
hati
sfi
tforment
oli
ve-
-remai
nsessent
ial
l
ythesame.
4)Mor
alpr
inci
plesr
emai
nessent
ial
l
ythesame.
5)Hence,
theeducat
iont
hati
ndi
vi
dual
srecei
veshoul
dremai
nessent
ial
l
ythesame.
•"Educat
ionimpli
esteachi
ng.Teachi
ngimpliesknowledge.Knowl
edgeistr
uth.The
tr
utheverywher
eisthesame.Hence,educat
ionshouldbet hesameever
ywhere.
"
•Thisisav er
yconservat
iveandinfl
exi
blephilosophyofeducati
on.I
tisbasedont he
view t
hatreali
tycomesf r
om fundamentalfixedtruthsespeci
all
y,r
elat
edt oGod.It
beli
evesthatpeoplefi
ndtrut
hthroughreasoningandr ev
elat
ionandthatgoodnessis
foundinrati
onalthi
nki
ng.
Essent
ial
i
sm
•Essent
iali
sm i
sauniquelyAmeri
canphi
losophyofeducati
onwhi chbegani
nthe
1930’
sand1940’sasar eact
iontowhatwasseenasanov eremphasi
sonachild-
cent
ered appr
oacht
o educationand aconcernthatstudentswerenotgaini
ng
appr
opr
iat
eknowl
edgei
nschool
s.
•Essent
ial
i
stsbel
iev
ethatther
eex
ist
sacr
it
icalcor
eofi
nfor
mat
ionandski
l
lthatan
educat
edpersonmusthave.
•Asaresult
,schoolsexisttoteachreasonandGod'
swi
l
l.St
udent
sar
etaughtt
o
r
easont
hroughstruct
uredlessonsanddril
l
s.
Exper
iment
ali
sm
•Exper
iment
ali
sm bel
i
evest
hatt
hingsar
econst
ant
lychangi
ng.I
tisbasedont
he
vi
ewthat
real
i
tyiswhatyouexper
ience.I
tbel
ievest
hatt
rut
hiswhatwor
ksr
ightnowandt
hat
goodnesscomesfr
om groupdecisi
ons.
•Asaresult
,schoolsexi
sttodi
scov
erandexpandt
hesoci
etywel
i
vei
n.St
udent
s
st
udysoci
alexper
iencesandsol
vepr
obl
ems.
Exi
stent
ial
ism
•Exi
stent
ial
i
sm beli
evesinthepersonalint
erpr
etat
ionofthewor
ld.I
tisbasedont
he
vi
ewthattheindi
vi
dualdefi
nesreali
ty,
truthandgoodness.
•Asar esul
t,school
sexi
stt
oai
dchi
l
dreni
nknowi
ngt
hemsel
vesandt
hei
rpl
acei
n
soci
ety
.
•St
udent
slear
nwhatt
heywantanddi
scusssubj
ect
sfr
eel
y.
•Cr
eat
ivesel
f-
dir
ect
edchoi
ces.E.
g.Di
scov
eryl
ear
ning.
Const
ruct
ivi
sm
•Lear
ningissimplyt
hepr
ocessofadj
ust
ingourment
almodel
stoaccommodat
e
newexperi
ences.
•Lear
ningi
sasear
chf
ormeani
ng.Meani
ngr
equi
resunder
standi
ngwhol
esaswel
l
aspar
ts.
I
nordert
ot eachwel l
,wemustunder standthementalmodelsthatst
udentsuseto
per
cei
vethewor l
d.Thepurposeoflearningi
sforanindi
vi
dualtoconstr
ucthi
sorher
ownmeaning,notjustmemorizet
he“ ri
ght”answer
sandr egur
git
atesomeoneelse’
s
meani
ng
Reconst
ruct
ivi
sm
•Focusisonpr ovi
dingstudentsthecri
ti
calt
ool
st obeagent
sofsoci
alchange.
St
udentsexpl
orecontrov
ersi
alissues,
anal
yzewor
ldevent
s.
•Progressi
vi
sm:Thegoali stohel
peachstudentt
hinkr
ati
onal
l
y.St
udent
-cent
ered
approach.E.
g.Pr
ojectandprobl
em-
basedl
earni
ng.
•Postmoder ni
sm:Focusonhel pingstudent
srecogni
zethather
ear
enouni ver
sal
tr
uths,andthetradit
ionalnar
rat
ivesofthedominantcul
tur
emustbedeconst
ruct
ed.
Deconstruct
ionthroughdial
ogue.E.g.Cri
ti
cal
pedagogy
•Behavi
our
ism:Freewil
lisanill
usi
on,student
s'behavi
ouri
sshapedi
nor
dert
o
r
einf
orcepr
operl
earni
ngandbehavi
or.Dr
il
landpract
ice.
1.
2:Cur
ri
cul
um Component
s
The f
ourmai
n component
s ofa cur
ri
cul
um ar
e ai
ms,cont
ent
,met
hods,and
assessmentpr
ocedur
es(
Howson,
1981)
.

TheAi
m orPur
poser
efer
stoanexpl
i
cit
lyst
atedst
atement
,orassumpt
ionoft
he
ai
msoft
hemat
hemat
icst
o be t
aught
.Theyar
ethe goal
sorbenchmar
ksor
expect
ati
onsf
ort
eachi
ngandl
ear
ningt
hesubj
ect
.

Cont
entr
efer
stoast
atementofwhatst
udent
sar
etol
ear
nandexper
iencei
n
mat
hemat
icsof
tenst
atedi
nthef
orm ofascopeandsequenceofski
l
lst
obe
addr
essed.

Met
hodsal
sor
efer
stoast
atementoft
hei
nst
ruct
ionalmet
hodst
hatar
econsi
der
ed
t
obemostl
i
kel
ytoachi
evet
heai
mssetf
ormat
hemat
ics.Theyar
est
atedas
t
eacherandl
ear
neract
ivi
ti
es.

Assessmenti
sast
atementofhowt
hemat
hemat
icscour
seandt
hewor
kofpupi
l
s
ar
etobeev
aluat
ed.I
tal
sodeal
swi
thr
easonsf
ormeasur
ingst
udentpr
ogr
ess.The
assessmentcomponenti
sequal
l
yimpor
tanti
nthesenset
hati
tenabl
est
eacher
s
andt
hest
udent
stoi
dent
if
ythei
rst
rengt
hsandweaknessesandt
obr
ingabout
i
mpr
ovementi
nthet
eachi
ngandl
ear
ning.Teacher
smustt
her
efor
eusedi
ver
sif
ied
modeofassessmentt
opr
ovi
dequal
i
tyf
eedbacki
nor
dert
oimpr
ovet
hecur
ri
cul
um
aswel
last
eachi
ngandl
ear
ning.

Ev
erymat
hemat
icscur
ri
cul
um pl
anni
nggoest
hrought
hef
oll
owi
ngst
eps:
(
i) Sel
ect
ingai
msandobj
ect
ivest
hatar
ewor
thwhi
l
eandcanensur
ethet
rai
ning
ofwel
l
-educat
edci
ti
zens.

(
ii
) Choosi
ngt
hesubj
ectmat
ter(
cont
ent
)thati
sbestadapt
edt
other
eal
i
zat
ion
oft
heseobj
ect
ivesf
orst
udent
stol
ear
nandexper
iencei
nthemat
hemat
ics
cour
se.

(
ii
i)Sel
ect
ingt
hebestandef
fi
cientmet
hodsoft
eachi
ngt
hatwi
l
lleadt
othe
at
tai
nmentoft
hest
atedobj
ect
ives.

(
iv)Dev
elopi
ngassessment
/ev
aluat
ionpr
ogr
ammest
otestt
heat
tai
nmentoft
he
obj
ect
ivesandt
headequacyoft
hesel
ect
edmet
hods.Wemustt
estwhatwe
 t
each.

Obser
vet
hati
fcur
ri
cul
um dev
elopmenti
stosucceed,t
hennei
thercont
entnor
met
hodcanbev
iewedi
nisol
ati
on,
andbot
hcanbepl ywhenai
annedonl msar
ecl
ear
bot
hforeducat
ioni
ngener
alandmat
hemat
icseducat
ioni
npar
ti
cul
ar.I
twi
l
lbe
necessar
yal
sot
oconsi
dert
hemeansbywhi
cht
hecour
seandst
udent
staki
ngi
tcan
beassessed.

1.
3TheI
ntended,
Impl
ement
edandAt
tai
nedCur
ri
cul
um
Whi
l
ewet
alkofacur
ri
cul
um,t
her
ear
einf
act
,di
ff
erentar
esev
eralaspect
soft
he
cur
ri
cul
um.Aspect
soft
hecur
ri
cul
um i
ncl
udet
heexpl
i
cit
,thei
mpl
i
cit
,theext
ended
andt
heext
ra-
cur
ri
cul
ar.Accor
dingt
oTr
aver
sandWest
bur
y(1989)
,ther
ear
ethr
ee
di
ff
erentl
evel
soft
hecur
ri
cul
um:
the‘
i
ntended’
,t
he‘
i
mpl
ement
ed’
andt
heat
tai
ned’
.
Thespeci
fi
edaspectoft
hemat
hemat
icscur
ri
cul
um i
sof
tenknownast
hei
ntended
cur
ri
cul
um whi
chr
efer
stot
hef
ormal
l
ywr
it
tendocument
sthatsetsy
stem-
lev
el
expect
ati
ons f
or t
he l
ear
ning of mat
hemat
ics.Thi
s cov
erst
he goal
s and
expect
ati
ons as seen i
n of
fi
cialsy
ll
abiorcur
ri
cul
um st
andar
ds,orappr
oved
t
ext
books.The i
ntended mat
hemat
icscur
ri
cul
um i
swhatt
he Ghana Educat
ion
Ser
vice(
GES)out
li
nesi
nthemat
hemat
icssy
ll
abusest
obeusedbyschool
s.I
tsmai
n
f
ocusi
sont
heai
msandcont
entofwhati
spl
annedt
obet
aughtwr
it
teni
nfor
mal
document
swhi
chmaybebackedbyl
aw.
Theenact
edaspectoft
hecur
ri
cul
um i
sknownast
he“
impl
ement
ed”
.Iti
swhat
t
eacher
sact
ual
l
yteach i
n cl
assaccor
ding t
othei
rexper
iencesand bel
i
efsf
or
par
ti
cul
arl
evelofcl
asses.I
tmayr
epr
esentl
ocali
nter
pret
ati
onsofwhati
srequi
red
i
nthef
ormal
cur
ri
cul
um document
s.
Regar
dlessofhowwel
lacur
ri
cul
um i
sdef
ined,
itsul
ti
mat
eval
uedependsonhowi
t
i
simpl
ement
edi
nthecl
assr
oom (
Robi
tai
l
le&Gar
den,
1989)
.

Theat
tai
nedorl
iv
edmat
hemat
icscur
ri
cul
um happensatt
hest
udentorl
ear
ner
s
l
evel
.Iti
swhatst
udent
shav
eact
ual
l
ylear
nedasmani
fest
edi
nthei
rachi
evement
s
andat
ti
tudes.I
tist
hepar
toft
hesy
ll
abust
hel
ear
neri
sabl
etor
etai
noutoft
he
i
mpl
ement
edpar
toft
hecur
ri
cul
um.

Her
ear
esomeaspect
soft
hecur
ri
cul
um accor
dingt
oWebst
erandRy
an(
2019)
:

1)Ov
ert
/Expl
i
cit
/Wr
it
ten/
Stat
edcur
ri
cul
um:Whatappear
sinof
fi
cialdocument
s
 suchassy
ll
abiandwor
kpr
ogr
ammesorwhati
swr
it
tenaspar
toff
ormal
i
nst
ruct
ion t
hatal
lst
udent
s ar
eto exper
ience.r
efer
sto a cur
ri
cul
um
document
,text
s,f
il
ms,andsuppor
ti
vet
eachi
ngmat
eri
alst
hatar
eov
ert
ly
chosent
osuppor
tthei
ntent
ional
inst
ruct
ional
agendaofaschool
syst
em.E.
g.
t
heBasi
c1-
3orJHScur
ri
cul
um byNaCCA.

2)Enact
edcur
ri
cul
um:Whati
sact
ual
l
ytaughtbyt
eacher
s–i
rr
espect
iveoft
he
st
atedcur
ri
cul
um.

3)Emer
gentcur
ri
cul
um:Whatemer
gesspont
aneousl
ythr
ought
eacher
–st
udent
i
nter
act
ions.

4)Nul
lcur
ri
cul
um:Thatwhi
ch we do nott
each,t
hus gi
vi
ng st
udent
sthe
messaget
hatt
heseel
ement
sar
enoti
mpor
tantf
ort
hem t
olear
n.I
tref
erst
o
t
hecont
entandmat
eri
alst
hathav
ebeenchosennott
obei
ncl
uded.Thati
s,
t
her
ear
elot
soft
hingst
olear
nbutnotev
ery
thi
ngcanbei
ncl
udedi
nthe
of
fi
cialcur
ri
cul
um.Ther
eisaneedf
orpur
posef
ulsel
ect
ionofcont
entt
obe
i
ncl
udedi
nthenat
ionalcur
ri
cul
um becausei
tispr
act
ical
l
yimpossi
blet
o
t
eachev
ery
thi
ngi
nschool
s.Thenul
lcur
ri
cul
um r
efer
stoal
lthecont
entt
hat
excl
udedf
rom t
hest
atedcur
ri
cul
um.I
tcanal
sor
efert
othatwhi
chi
snot
t
aughti
nschool
s.Thenul
lcur
ri
cul
um sendsmessagesaboutwhati
snot
i
mpor
tantf
orst
udent
stol
ear
n.

5)Hi
dden/
Cov
ertcur
ri
cul
um:t
he"
hidden cur
ri
cul
um,
"ref
erst
otheki
ndsof
l
ear
ningchi
l
drender
ivef
rom t
hev
erynat
ureandor
gani
zat
ionaldesi
gnoft
he
publ
i
cschool
,aswel
lasf
rom t
hebehav
ior
sandat
ti
tudesoft
eacher
sand
admi
nist
rat
ors.Suchl
ear
ningar
eusual
l
ynotf
oundi
ndocument
s,nornot
iced
ori
ntendedbyt
eacher
s.Forexampl
e,t
heemphasi
son:sweepi
ngschool
compounds;
get
ti
ngupt
ogr
eett
het
eacheroranyadul
twhoent
erst
hecl
ass;
st
udent
squi
etl
yrai
sing t
hei
rhandst
o be cal
l
ed on;compet
it
ion among
st
udent
stobef
ir
st,
andsoon.

6)Li
ved/
Lear
ned/
Recei
vedcur
ri
cul
um:Thoset
hingst
hatst
udent
sact
ual
l
ytake
outofcl
assr
oom;t
hoseconcept
sandcont
entt
hatar
etr
ulyl
ear
nedand
r
emember
ed.I
nsummar
y,i
tref
erswhatst
ayswi
theachst
udentaf
tert
he
t
eachi
ng-
lear
ningpr
ocess.Because,whatst
udent
slear
nfr
om al
essonmay
 v
ary
,thel
i
vedorl
ear
nedcur
ri
cul
um canv
arybet
weeni
ndi
vi
dual
sint
hesame
cl
ass.

7)Assessed cur
ri
cul
um:What st
udent
s ar
erequi
red t
o do i
n or
der t
o
demonst
rat
ewhatt
heyhav
elear
ned.Whi
l
ewemayt
eachsev
eralt
opi
cs,we
maynotassessev
ery
thi
ngt
aughtduet
other
elat
ivei
mpor
tanceofwhatwas
t
aught
.Forexampl
e,i
nthest
andar
ds-
basedcur
ri
cul
um i
nusei
nGhana,
ther
e
ar
esev
eralcont
enti
ndi
cat
orst
obet
aught
.Fort
hepur
posesofexami
nat
ions,
t
her
emaybeaneedt
odet
ermi
newhi
choft
hei
ndi
cat
orsst
udent
smust
demonst
rat
esomel
evelofcompet
ency
.Thesel
ect
edi
ndi
cat
ors(
knownas
per
for
mancei
ndi
cat
ors)ar
ethoset
hatar
eassessedgi
vi
ngast
heassessed
cur
ri
cul
um si
mil
art
otheWAECexami
nat
ionsy
ll
abus.Thedangerwi
thsuch
anappr
oachi
sthatsomet
eacher
steachonl
ytheper
for
mancei
ndi
cat
ors.
Thi
sisr
efer
redt
oas‘
teacht
othet
est
’or‘
teachf
ort
het
est
’.

UNI
T2THEJHSMATHEMATI
CSCURRI
CULUM –RATI
ONALE,
COMPETENCI
ES
ANDSTRUCTURE

Outcomes: Indi
cators:
Bytheendoft hecour se Expl
ain,in-depth,t
hescopeand
studentswil
lbeabl eto: contentofmat hemati
cssyl
l
abusat
scopeandcont entof theJHSl evel
.
mat hemati
csatthel evel
at
whichtheyareteachingNTS
1a,b,f;2c,
d,e,f;3b,c,e,f
,g,
h,i,j
)

rati
onale,aimsandobject
ives Descr i
bether at
ionale,aimsand
ofteachingmat hemati
csand objecti
vesoft het eachi
ng
thei
rimpl i
cati
onsfor mat hematicsatt hislevel
mat hematicspedagogyNTS Statesomei nstruct i
onalimpli
cati
ons
1a,b,f;2c,d,e,f
;3b,c,
e,f
,g, oftheserat i
onale, ai
msand
h,i,
j) objecti
vesasapr ospect i
veteacher

Rat
ional
eforB7-
B10Mat
hemat
ics(
Draf
tCommonCor
eMat
hemat
icsCur
ri
cul
um)
Aswel
ear
nedi
nthei
ntr
oduct
ion,t
hecur
ri
cul
um i
sfashi
onedbaseduponcer
tai
n
goal
s,desi
res ori
nter
est
s.These goal
s,desi
res,i
nter
est
sfor
m t
he basi
sfor
i
ncl
udi
ngpar
ti
cul
arsubj
ect
sint
hecur
ri
cul
um.Thati
s,t
her
eisal
ogi
calf
ori
ncl
udi
ng
mat
hemat
icsi
ntheB7-
B10cur
ri
cul
um.Suchst
atement
scapt
uret
her
ati
onal
efor
t
eachi
ng mat
hemat
ics.I
nthe r
evi
sed mat
hemat
ics sy
ll
abus,t
he r
ati
onal
efor
mat
hemat
icsi
sasf
oll
ows:

Mat
hemat
icsf
ormsani
ntegr
alpar
tofourev
ery
dayl
i
vesandi
tisauni
ver
salt
rut
h
t
hatdev
elopmenti
shi
ngedonmat
hemat
ics.Mat
hemat
icsi
sthebackboneofsoci
al,
economi
c,pol
i
tical
,andphy
sicaldev
elopmentofacount
ry.I
tisanev
er-
endi
ng
cr
eat
ivepr
ocess,whi
chser
vest
opr
omot
edi
scov
eryandunder
standi
ng.I
tconsi
sts
ofabodyofknowl
edgewhi
chat
tempt
stoex
plai
nandi
nter
pretphenomenaand
exper
iences.Mat
hemat
icshaschangedourl
i
vesandi
tisv
italt
oGhana’
sfut
ure
dev
elopment
.

Topr
ovi
dequal
i
tymat
hemat
icseducat
ion,t
eacher
smustf
aci
l
itat
elear
ningi
nthe
mat
hemat
ics cl
assr
oom.Thi
s wi
l
lpr
ovi
de t
he f
oundat
ions f
ordi
scov
eri
ng and
under
standi
ng t
he wor
ld ar
ound us and l
ayt
he gr
ounds f
ormat
hemat
ics and
mat
hemat
icsr
elat
ed st
udi
esathi
gherl
evel
sofeducat
ion.Lear
ner
sshoul
d be
encour
aged t
o under
stand how mat
hemat
ics can be used t
o expl
ain whati
s
occur
ri
ng,pr
edi
cthowt
hingswi
l
lbehav
eandanal
ysecausesandor
igi
noft
hingsi
n
ourenv
ironment
.Themat
hemat
icscur
ri
cul
um hasconsi
der
edt
hedesi
redout
comes
ofeducat
ionf
orl
ear
ner
satt
hebasi
clev
el.Mat
hemat
icsi
sal
soconcer
nedwi
tht
he
dev
elopmentofat
ti
tudes and t
her
efor
eiti
simpor
tantf
oral
lci
ti
zens t
o be
mat
hemat
ical
l
y and t
echnol
ogi
cal
l
y l
i
ter
ate f
or sust
ainabl
e dev
elopment
.
Mat
hemat
icst
her
efor
eoughtt
obet
aughtusi
nghands-
onandmi
nds-
onappr
oaches
whi
chl
ear
ner
swi
l
lfi
ndasf
unandadoptmat
hemat
icsasacul
tur
e.p.
3
Act
ivi
ty:Engagel
ear
ner
stodi
scusst
hei
mpl
i
cat
ion(
s)oft
her
ati
onal
efort
heB7–
B10mat
hemat
icssy
ll
abusundert
hef
oll
owi
ng:a)t
henat
ureofmat
hemat
ics,b)
l
ear
ningofmat
hemat
icsand,
c)t
eachi
ngofmat
hemat
ics.

Ai
msofB7-
B10Mat
hemat
icsSy
ll
abus
Theai
msoft
hemat
hemat
icssy
ll
abusar
eint
wopar
tsnamel
y;Gener
alAi
msand
Subj
ectAi
ms.
Gener
alAi
ms
Thecur
ri
cul
um i
sai
medatdev
elopi
ngi
ndi
vi
dual
stobecome:
mat
hemat
ical
l
yli
ter
ate,
goodpr
obl
em sol
ver
s,
hav
etheabi
l
ityt
othi
nkcr
eat
ivel
yand,
hav
ebot
htheconf
idenceandcompet
encet
opar
ti
cipat
eful
l
yinGhanai
ansoci
etyas
r
esponsi
blel
ocal
andgl
obal
cit
izens.
Subj
ectAi
ms
Themat
hemat
icscur
ri
cul
um i
sdesi
gnedt
ohel
plear
ner
sto:
1.r
ecogni
zet
hatmat
hemat
icsper
meat
est
hewor
ldar
oundus.
2.appr
eci
atet
heusef
ulness,
powerandbeaut
yofmat
hemat
ics.
3.enj
oymat
hemat
icsanddev
eloppat
ienceandper
sist
encewhensol
vi
ngpr
obl
ems.
4.under
stand and be abl
eto use t
he l
anguage,sy
mbol
s and not
ati
on of
mat
hemat
ics.
5.dev
elopmat
hemat
icalcur
iosi
tyandusei
nduct
iveanddeduct
iver
easoni
ngwhen
sol
vi
ngpr
obl
ems.
6.becomeconf
identi
nusi
ngmat
hemat
icst
oanal
yseandsol
vepr
obl
emsbot
hin
school
andi
nreal
-l
if
esi
tuat
ions.
7.dev
elopt
heknowl
edge,
ski
l
lsandat
ti
tudesnecessar
ytopur
suef
urt
herst
udi
esi
n
mat
hemat
ics.
8.dev
elopabst
ract
,logi
calandcr
it
icalt
hinki
ngandt
heabi
l
ityt
oref
lectcr
it
ical
l
y
upont
hei
rwor
kandt
hewor
kofot
her
s.

Cor
eCompet
enci
esoft
heB7–B10Mat
hemat
icsSy
ll
abus
Youwoul
dhav
enot
icedt
hatmat
hemat
icsi
soneoft
hef
ew subj
ect
sthatev
ery
l
ear
nerst
udi
esr
ightf
rom nur
ser
ytoSeni
orHi
ghSchool
.Thi
sisbecauseoft
hebel
i
ef
t
hatbyst
udy
ingmat
hemat
ics,i
ndi
vi
dual
swi
l
lbeequi
ppedwi
thcer
tai
nabi
l
iti
es,
capabi
l
iti
est
ofunct
ionandcont
ri
but
eef
fect
ivel
yint
heGhanai
ansoci
etyandt
he
wor
ldatl
arge.Assuch,t
hest
udyofmat
hemat
icsi
sexpect
edt
oimbi
bei
nlear
ner
s
cer
tai
ncompet
enci
es(
prof
ici
enci
es/
capabi
l
iti
es)
.Ther
evi
sedB7-
B10mat
hemat
ics
sy
ll
abusi
dent
if
iessi
x(6)compet
enci
est
obeacqui
redordev
elopedi
nlear
ner
swho
got
hrought
hesy
ll
abus.
Thecompet
enci
es“
descr
ibeaconnect
ed bodyofcor
eski
l
lst
hatar
eacqui
red
t
hroughoutt
he pr
ocesses (
expl
ore,expl
ain,ext
end/
elabor
ate,and ev
aluat
e)of
t
eachi
ngandl
ear
ning”(CommonCor
esy
ll
abus,p.
15)
.Thecor
ecompet
enci
esas
capt
uredi
nthePr
e-t
ert
iar
yCur
ri
cul
um Fr
amewor
kar
easf
oll
ows:

i
.Cr
it
icalt
hinki
ngandPr
obl
em sol
vi
ng:
Dev
elopi
ngl
ear
ner
s’cogni
ti
veandr
easoni
ng
abi
l
iti
est
oenabl
ethem t
oanal
ysei
ssuesandsi
tuat
ions,
leadi
ngt
other
esol
uti
onof
pr
obl
ems.Thi
sski
l
lenabl
esl
ear
ner
stodr
aw onanddemonst
rat
ewhatt
heyhav
e
l
ear
nedandf
rom t
hei
rownexper
iencest
oanal
ysesi
tuat
ionsandchooset
hemost
appr
opr
iat
eoutofanumberofpossi
blesol
uti
ons.I
trequi
rest
hatl
ear
ner
sembr
ace
t
hepr
obl
em athand,
per
sev
ereandt
aker
esponsi
bil
i
tyf
ort
hei
rownl
ear
ning.
i
i
.Cr
eat
ivi
tyandi
nnov
ati
on:Pr
omot
ingi
nlear
ner
s,ent
repr
eneur
ialski
l
lst
hrough
t
hei
rabi
l
ityt
othi
nkofnew way
sofsol
vi
ngpr
obl
emsanddev
elopi
ngt
echnol
ogi
es
f
oraddr
essi
ngt
hepr
obl
em athand.I
trequi
resi
ngenui
tyofi
deas,ar
ts,t
echnol
ogy
and ent
erpr
ise.Lear
ner
sthatpossess t
his compet
encyar
e al
so abl
etot
hink
i
ndependent
lyandcr
eat
ivel
y.
i
i
i.Communi
cat
ionandcol
labor
ati
on:Pr
omot
ingi
nlear
ner
stheabi
l
ityt
omakeuse
ofl
anguages,sy
mbol
sandt
ext
stoex
changei
nfor
mat
ionaboutt
hemsel
vesand
t
hei
rli
ved exper
iences.Lear
ner
s act
ivel
ypar
ti
cipat
ein shar
ing t
hei
rideas and
engagei
ndi
aloguewi
thot
her
sbyl
i
steni
ngt
oandl
ear
ningf
rom ot
her
sinway
sthat
r
espectandv
aluet
hemul
ti
pleper
spect
ivesofal
lper
sonsi
nvol
ved.
i
v.Cul
tur
ali
dent
it
yandgl
obalci
ti
zenshi
p:Dev
elopi
ngl
ear
ner
swhoputcount
ryand
ser
viceasf
oremostt
hroughanunder
standi
ngofwhati
tmeanst
obeact
iveci
ti
zens,
byi
ncul
cat
ing i
nthem a st
rong sense ofenv
ironment
al,soci
al,and economi
c
awar
eness.Lear
ner
s make use oft
he knowl
edge,ski
l
ls,at
ti
tudes acqui
red t
o
cont
ri
but
eef
fect
ivel
ytowar
dst
hesoci
oeconomi
cdev
elopmentoft
hecount
ryandon
t
hegl
obalst
age.Theybui
l
dski
l
lst
ocr
it
ical
l
yanal
ysecul
tur
alt
rends,i
dent
if
yand
cont
ri
but
etot
hegl
obal
wor
ldcommuni
ty.

v
.Per
sonaldev
elopmentandl
eader
shi
p:I
mpr
ovi
ngsel
f-
awar
eness,
sel
f-
knowl
edge,
ski
l
ls,heal
th;bui
l
dingandr
enewi
ngsel
f-
est
eem;i
dent
if
yinganddev
elopi
ngt
alent
s,
f
ulf
il
li
ng dr
eamsand aspi
rat
ionsand dev
elopi
ng ot
herpeopl
eormeet
ing ot
her
peopl
e’
sneeds.I
tinv
olv
esr
ecogni
singt
hei
mpor
tanceofv
aluessuchashonest
y
andempat
hy;seeki
ngt
hewel
l
-bei
ngofot
her
s;di
sti
ngui
shi
ngbet
weenr
ightand
wr
ong;f
ost
eri
ngper
sev
erance,r
esi
l
ienceandsel
f-
conf
idence;expl
ori
ngl
eader
shi
p,
sel
f-
regul
ati
onandr
esponsi
bil
i
ty,
anddev
elopi
ngal
ovef
orl
i
fel
ongl
ear
ning.
v
i. Di
git
al l
it
eracy
: Dev
elopi
ng l
ear
ner
s t
o di
scov
er,acqui
re ski
l
ls i
n and
communi
cat
ethr
oughI
CTt
osuppor
tthei
rlear
ningandmakeuseofdi
git
almedi
a
r
esponsi
bly
.

Act
ivi
ty:Foreachcor
ecompet
ency
,di
scusswi
thst
udent
showt
oteachapar
ti
cul
ar
t
opi
c(oranact
ivi
ty)t
hatcanusedt
odev
elopst
atedcompet
enci
es.

St
ruct
ureofJHSMat
hemat
icsSy
ll
abus(
Obj
ect
ive-
basedCur
ri
cul
um)
Themat
hemat
icssy
ll
abuseshav
ebeenpl
annedont
hebasi
sofYear
sandUni
ts.
Eachy
ear
'swor
kiscov
eredi
nanumberofuni
tssequent
ial
l
yar
rangedandi
na
meani
ngf
ulmannersucht
hateachuni
t’
swor
kwi
l
lpr
ovi
det
hepr
erequi
sit
eski
l
lsf
or
t
hesubsequentuni
t.TheJHSmat
hemat
icssy
ll
abushas35uni
tsf
ort
heent
ir
ethr
ee
y
earpr
ogr
ammedi
str
ibut
edt
hus:14uni
tsf
orJHS1,14uni
tsf
orJHS2and7f
or
JHS3.Theuni
tsf
oreachy
earhav
eal
sobeenar
rangedi
nthesequencei
nwhi
ch
t
eacher
sar
eexpect
edt
oteacht
hem.Theyshoul
dbeseenandt
aughtasi
nter
rel
ated
uni
tsi
nwhi
chunder
standi
ngi
nonear
eai
sdependentonandsuppor
ti
veofi
deas
andconcept
sinot
herst
rands.
Themaj
orar
easofcont
entcov
eredi
nal
ltheJHSgr
adesar
easf
oll
ows:
Number
sandNumer
als
Numberoper
ati
ons&Al
gebr
a
Measur
es,
ShapeandSpace
Col
l
ect
ionandHandl
i
ngDat
a(St
ati
sti
cs&Pr
obabi
l
ity
)
Pr
obl
em Sol
vi
ng&Appl
i
cat
ions

The sy
ll
abus i
s st
ruct
ured i
nfi
v umns:Uni
e col ts,Speci
fi
c Obj
ect
ives,Cont
ent
,
Teachi
ngandLear
ningAct
ivi
ti
esandEv
aluat
ion.

Col
umn1-Uni
ts:Theuni
tsar
ethemaj
ort
opi
csoft
hey
ear
,ar
rangedaccor
dingt
oa
l
i
nearor
der
.Howev
er,
asat
eachery
ouar
eatl
i
ber
tyt
omakeadj
ust
mentt
otheor
der
i
fyoudeem i
tfi
t.

Col
umn2-Speci
fi
cObj
ect
ives:Thi
scol
umnshowst
heSpeci
fi
cObj
ect
ivesf
oreach
uni
t.Thespeci
fi
cobj
ect
ivesbegi
nwi
th"
Syl
l
abusRef
erenceNumber
s(SRN)
"suchas
1.
5.2or2.
4.3.TheSRNpr
ovi
desaneasywayf
orcommuni
cat
ionamongt
eacher
s
andeducat
orsandal
so pr
ovi
desaneasywayf
orsel
ect
ing obj
ect
ivesf
ort
est
const
ruct
ion.Thef
ir
stdi
giti
nthesy
ll
abusr
efer
encenumberr
efer
stot
hey
ear
/cl
ass;
t
heseconddi
gitr
efer
stot
heuni
t,whi
l
ethet
hir
dref
erst
other
ankor
deroft
he
speci
fi
cobj
ect
ive.Fori
nst
ance,1.
5.2meansYear1(
orJHS1)
,Uni
t5andSpeci
fi
c
Obj
ect
ive2.Thati
s,Speci
fi
cObj
ect
ive2ofUni
t5ofJHS1.

Col
umn3-Cont
ent
:The"
cont
ent
"col
umnpr
esent
sinf
ormat
iont
haty
ouwi
l
lneedt
o
usei
nteachi
ngt
hepar
ti
cul
aruni
t.Thecont
entpr
esent
edmaybequi
teexhaust
ivei
n
somecasesbuti
nsomeot
hercases,
youwoul
dneedt
oaddsomemor
einf
ormat
ion
basedupony
ourownt
rai
ningandal
sooncur
rentknowl
edge.

Col
umn4-Teachi
ng/
Lear
ningAct
ivi
ti
es(
T/LA)
:Thi
scol
umnpr
esent
sact
ivi
ti
es
i
ntendedt
oensur
emaxi
mum pupi
lpar
ti
cipat
ioni
nthel
essons.TheGener
alAi
msof
t
hesubj
ectcanonl
ybemostef
fect
ivel
yachi
evedwhent
eacher
scr
eat
elear
ning
si
tuat
ionsandpr
ovi
degui
dedoppor
tuni
ti
esf
orpupi
l
stoacqui
reasmuchknowl
edge
andunder
standi
ngofmat
hemat
icsaspossi
blet
hrought
hei
rownact
ivi
ti
es.Pupi
l
s'
quest
ionsar
easi
mpor
tantast
eacher
'squest
ions.Ther
ear
eti
meswhent
het
eacher
mustshow,demonst
rat
e,and expl
ain.Butt
hemaj
orpar
tofapupi
l
'sl
ear
ning
exper
ience shoul
d consi
st of oppor
tuni
ti
es t
o expl
orev
ari
ous mat
hemat
ical
si
tuat
ionsi
nthei
renv
ironmentt
oenabl
ethem maket
hei
rownobser
vat
ionsand
di
scov
eri
esandr
ecor
dthem.Teacher
sshoul
dav
oidr
otel
ear
ninganddr
il
l-
ori
ent
ed
met
hodsandr
atheremphasi
zepar
ti
cipat
oryt
eachi
ngandl
ear
ningi
nthei
rlessons.

Col
umn5-Ev
aluat
ion:Suggest
edexer
cisesi
nthef
orm ofor
alquest
ions,qui
zzes,
cl
assassi
gnment
s,essay
s,pr
ojectwor
k,et
cforev
aluat
ingt
hel
essonsofeachuni
t
ar
eindi
cat
edi
nthi
scol
umn.Ev
aluat
ionquest
ionsmustchal
l
engepupi
l
stoappl
y
t
hei
rknowl
edget
oissuesandpr
obl
ems.Teacher
sar
eencour
agedt
odev
elopot
her
cr
eat
iveev
aluat
iont
askst
oensur
ethatpupi
l
shav
emast
eredt
hei
nst
ruct
ionand
behav
iour
simpl
i
edi
nthespeci
fi
cobj
ect
ivesofeachuni
t.

St
ruct
ureoft
heMat
hemat
icsSy
ll
abus(
Standar
d-basedCur
ri
cul
um)
Youwoul
dhav
ehear
dofanew t
ermi
nol
ogyi
ntown;st
andar
d-basedcur
ri
cul
um.
Whatdowemeanbya‘
standar
d-basedcur
ri
cul
um’
?Ast
andar
ds-
basedcur
ri
cul
um
r
efer
s“t
oacur
ri
cul
um whi
chhasst
andar
dst
obeachi
evedacr
osst
heeducat
ional
sy
stem byi
dent
if
yingt
heknowl
edge,ski
l
lsanddi
sposi
ti
onst
hatl
ear
ner
sshoul
d
know and be abl
eto demonst
rat
e.I
tal
so speci
fi
es act
ivi
ti
es l
eadi
ng t
othe
at
tai
nmentofspeci
fi
edst
andar
ds”(PECF,
p.48)
.

KeyTer
mst
oconsi
der

Cont
entSt
andar
ds:st
atement
sthatdef
inewhatl
ear
ner
sshoul
dknowandbeabl
eto
doi
nvar
iousdi
sci
pli
nar
yar
eas:knowl
edge(
fact
s,concept
s,pr
inci
ples)andski
l
ls
(
processes,
str
ategi
es,
met
hods)
.

Cont
entI
ndi
cat
ors:smal
l
er,mor
e speci
fi
c st
atement
s der
ived f
rom a Cont
ent
St
andar
d.

Per
for
mance St
andar
ds:st
atement
s and i
l
lust
rat
ions t
hatdet
ailt
he l
evel
s of
per
for
manceexpect
edofl
ear
ner
s,basedonwhati
ssetouti
nthecont
entst
andar
ds.
I
not
herwor
ds,per
for
mancest
andar
dsar
est
atement
sthatr
atehow wel
llear
ner
s
hav
elear
ntwhati
ssetouti
nthecont
entst
andar
ds.Lev
elssuchasAdv
anced,
Pr
ofi
cient
,Accept
abl
e,Nov
iceandBegi
nnercoul
dbeest
abl
i
shedast
heexpect
ed
Per
for
manceLev
els.

Per
for
manceI
ndi
cat
ors:measur
esofper
for
manceagai
nstasetofl
ear
ningt
arget
s
whi
chhel
ptot
rackandmoni
tort
hepr
ogr
essofl
ear
ner
s.[
PECF,
p.49]
.

The maj
orar
eas ofcont
ent
,St
andar
ds cov
ered i
n al
lthe JHS gr
ades ar
e
or
gani
sedasf
oll
ows:
Number
Al
gebr
a
Geomet
ryandMeasur
ement
Dat
a

I
nter
msofor
gani
sat
ion and st
ruct
ure,t
he cur
ri
cul
um i
sst
ruct
ured underf
ive
headi
ngsandannot
ati
onsnamel
y:
Str
andsarethebroadar
eas/
secti
onsoft
hemat hemati
cscont
entt
obestudi
ed.
Sub-st
randsar
ethetopi
cswit
hineachst
randunderwhicht
hecont
enti
sorgani
sed.
Cont
entst
andar
dref
erst
othepr
e-det
ermi
ned l
evelofknowl
edge,ski
l
land/
or
at
ti
tudet
hatal
ear
nerat
tai
nsbyasetst
ageofeducat
ion.
I
ndi
cat
ori
sacl
earout
comeormi
l
est
onet
hatl
ear
ner
shav
etoexhi
bitf
oreach
l
essonast
heyseekt
omeett
hecont
entst
andar
d.A cl
ust
erofi
ndi
cat
orsmay
i
ndi
cat
ewhet
herst
udent
sar
emaki
ngsuf
fi
cientpr
ogr
esst
owar
dst
hesetst
andar
ds
ornot
.Ar
est
udent
smeet
ing,exceedi
ng,bar
elymeet
ingorbel
ow st
andar
dsar
e
measur
edbyt
hei
rat
tai
nmentont
hesei
ndi
cat
ors.Foreachl
esson,at
eachermay
t
eacherorasev
erali
ndi
cat
orsdependi
ngonsev
eralf
act
orsi
ncl
udi
ngt
hedept
h,
r
elat
edness,
student
s’ent
rychar
act
eri
sti
cs,
etc.
Exempl
ar–Si
mil
art
otheobj
ect
ive-
basedcur
ri
cul
um whi
chhast
eachi
ngl
ear
ning
act
ivi
ti
es(
TLAs)
,thest
andar
d-basedcur
ri
cul
um haspr
ovi
deexampl
esofact
ivi
ti
es
t
hatcanbecar
ri
edouti
nteachi
ngst
atedi
ndi
cat
orsorst
andar
dsorexempl
i
ficat
ion
ofaconcept
.Thi
sisanat
temptatpr
ovi
dingsuppor
tandgui
dancet
osuppor
tthe
t
eacheri
nthedel
i
ver
yoft
hecur
ri
cul
um.I
tmustbenot
ed t
hatt
heexempl
ars
capt
uredar
enotexhaust
ivebutonl
yser
veasagui
de.asapr
ofessi
onalandexper
t
i
nthesubj
ect
,feel
freet
omodi
fyt
hem wher
eappr
opr
iat
e.

Si
mil
art
otheObj
ect
ive-
basedmat
hemat
icssy
ll
abuswhi
chhadaSy
ll
abusRef
erence
Number
,theSt
andar
ds-
based cur
ri
cul
um hasi
tsown uni
quer
efer
encenumber
r
efer
redt
oast
heCur
ri
cul
um Ref
erenceNumber
.TheCRNi
susedt
olabelt
hecl
ass,
st
rands,sub-
str
ands,cont
entst
andar
ds,l
ear
ningi
ndi
cat
orsandexempl
arsi
nthe
cur
ri
cul
um f
ort
hepur
poseofeasyr
efer
enci
ng.Anexampl
eofhow t
oreadt
he
CommonCor
eMat
hemat
icsCur
ri
cul
um (
p.20)i
sshownbel
ow:

Letust
akeanexampl
eofhowt
oreadt
heCommonCor
eMat
hemat
icscur
ri
cul
um.
Now,l
etust
urnourat
tent
iont
othescopeandsequenceoft
heCommonCor
e
Mat
hemat
icsSy
ll
abus.Asy
ouexampl
ethef
igur
e,di
scuss1)whet
herornott
he
st
randshav
ethesamewei
ght
ingsacr
osst
hecl
asses,and2)possi
blechangesi
n
cont
entbet
weent
hepr
oposednewsy
ll
abusandt
heol
d(obj
ect
ive-
basedcur
ri
cul
um)
.

Sel
f-
AssessmentQuest
ions1
Whati
smeantbyt
het
erm cur
ri
cul
um?
Expl
aint
hef
ivecomponent
soft
heCommonCor
emat
hemat
icscur
ri
cul
um.

t
het
hreel
evel
soft
hemat
hemat
icscur
ri
cul
um.

St
ateandexpl
aint
hemai
nrat
ional
efort
hej
uni
orhi
ghschool
mat
hemat
icssy
ll
abus.

Expl
ainsi
xai
msoft
heJHSmat
hemat
icssy
ll
abus.
Ident
if
yandexpl
aint
hef
ive
oft
hest
ruct
ureoft
heJHSl
mat
hemat
icscur
ri
cul
um

UNI
T3 SELECTI
ONANDSEQUENCI
NGOFSUBJECTMATTERI
NMATHEMATI
CS

Thei
ssueofwhatki
ndofcont
enti
sneededbyev
eryci
ti
zenandt
heext
entt
owhi
ch
ev
eryst
udentshoul
dlear
nmat
hemat
icsi
sacr
uci
ali
ssue.Theki
ndofmat
hemat
ics
ev
eryst
udentshoul
dlear
nandt
heunder
lyi
ngmat
hemat
icalpr
act
icesar
eof
ten
det
ermi
nedbycur
ri
cul
um dev
eloper
s.

2.
1Subj
ectMat
teroft
heMat
hemat
icsCur
ri
cul
um
Accor
dingt
oCooney
,etal(
1983)
,subj
ectmat
terofmat
hemat
icsi
stheknowl
edge
wehav
eaboutmat
hemat
icsandbel
i
efsaboutt
her
elat
ivei
mpor
tanceandmodesof
appl
i
cat
ionofv
ari
ousi
temsofmat
hemat
i edge.Subj
calknowl ectmat
terofasubj
ect
i
sther
efor
etheknowl
edge,
pract
icesandbel
i
efsaboutt
hesubj .Asubj
ect ectdi
ff
ers
f
rom t
hesubj
ectmat
teraboutt
hatt c.A t
opi opi
cisanameofabodyofsubj
ect
mat
ter
.Iti
stheknowl
edgeorbel
i
efsdenot
edbyt
hatnamewhi
chconst
it
utet
he
subj
ectmat
ter
.Forexampl
e,t
heper
imet
erofgeomet
ri
cfi
gur
esi
sat
opi
c.I
temsof
subj
ectmat
teraboutt
hist
opi
cincl
ude:
Theper
imet
erofageomet
ri
cfi
gur
eist
henumberofuni
tsofmeasur
efor
ming
t
heboundar
iesar
oundt
hegeomet
ri
cfi
gur
e.

Tomeasur
eper
imet
er,
weneedauni
tofmeasur
e.

Uni
tsofmeasur
eofper
imet
eri
ntheI
mper
ialorEngl
i
shsy
stem ar
einch,f
oot
,yar
d
andmi
l
e.

Uni
tsofmeasur
eofaper
imet
eri
ntheMet
ri
csy
stem ar
ethemi
l
li
met
re,cent
imet
re,
met
reandki
l
omet
re.

Tof
indt
heper
imet
erofar
ect
angl
e,addt
hel
engt
hsofal
lthef
oursi
des.

Theper
imet
erofat
ri
angl
eist
hesum oft
hemeasur
eofal
lthr
eesi
des.

Theci
rcumf
er C,
ence, ofaci
rcl
eofr
adi r
us,,i
sgi
venbyt
hef
or aC=2r
mul .

Theper
imet
ercannotbemor
eaccur
atet
hant
hel
eastaccur
atemeasur
ement
usedt
ocomput
eit
.
At
opi
c(e.
g.,per
imet
erofageomet
ri
cfi
gur
e)i
saname;subj
ectmat
teraboutt
he
t
opi
cisexpr
essedi
nsent
ences.Subj
ectmat
tert
husi
ncl
udesat
opi
candananal
ysi
s
oft
het
opi
cint
osubt
opi
csandf
urt
hersubor
dinat
etopi
cs.

Thr
eemai
nty
pesofsubj
ectmat
teri
nmat
hemat
icsar
eConcept
s,Gener
ali
sat
ions
andSki
l
ls.

Concept
s
Skemp(
1977)r
efer
stoaconceptas‘
awayofpr
ocessi
ngdat
awhi
chenabl
est
he
usert
obr
ingpastexper
ienceusef
ull
ytobearont
hepr
esentsi
tuat
i .Aconcepti
on’ s
t
hebasi
cknowl
edgeofwhatsomet
hingi
s,f
orexampl
e,t
henumber7,t
henumber
√2,per
imet
er,ar
ea,pol
ygon,et
c. A concepti
sani
deaorment
alst
ruct
ureof
somet
hing.I
tist
he basi
c bui
l
ding bl
ocks ofmat
hemat
ics.I
tindi
cat
es what
somet
hing i
s,and whati
tsi
dent
if
ying pr
oper
ti
es ar
e.Concept
s ar
e usual
l
y
abst
ract
ionsf
rom exper
iencesi
nvol
vi
ngexampl
esoft
heconcept(
Ausubel
,1968)
.

Gener
ali
zat
ions
Agener
ali
sat
ioni
sast
atementt
hathol
dsov
erasetofobj
ect
sorst
atement
sabout
anon-
singul
arsetofobj
ect
s.I
tisast
atementt
hati
str
ueaboutal
ltheel
ement
sofa
set
.Number
s,f
unct
ions,v
ect
ors,pol
ygons,et
c,ar
emat
hemat
icalconcept
sThe
pr
oper
ti
es of t
hese concept
s and t
he r
elat
ions among t
hem const
it
utea
gener
ali
sat
ion. Mat
hemat
ical f
ormul
ae, t
heor
ems, r
ules and r
elat
ions ar
e
gener
ali
sat
ions.Li
keconcept
s,gener
ali
zat
ionsar
eaki
ndofsubj
ectmat
tert
hatar
e
t
aughti
nthecl
assr
ooms.Thef
oll
owi
ngar
esomeexampl
esofgener
ali
zat
ions:
2
P=2(
l+w)
;A=l
w;A=2r
(r+h)
;V= rh;
o
Sum ofi
nter
iorangl
esofar
egul
arpol
ygonofnsi
desi
s90(
2n–4).

k+w=w+k, ,
.

Ski
ll
s
Aski
l
lref
er oknowl
st edgeofhowt
odosomet
hing.Forexampl
e,addi
ng,
mul
ti
ply
ing,
di
vi
dingwhol
enumber
sandf
ract
ions;
findi
ngt
hesquar
erootorcuber
ootofnat
ural
number
s;measur
ing t
ime,money
,li
nes and angl
es;si
mpl
i
fyi
ng and f
act
ori
zi
ng
al
gebr
aicexpr
essi
ons;
dif
fer
ent
iat
ingori
ntegr
ati
ngal
gebr
aicexpr
essi
ons.
Thet
eachi
ngofski
l
lsi
sver
ycr
uci
ali
nthet
eachi
ngandl
ear
ningofmat
hemat
ics.
Wel
ldev
elopedski
l
lsf
aci
l
itat
est
udent
s’l
ear
ningofmat
hemat
ics.St
udent
sneed
appr
opr
iat
eexposur
eandpr
act
icet
oacqui
ret
her
equi
sit
eski
l
lsi
nmat
hemat
ics.
Ski
l
lscanbel
ear
ntt
hroughi
mit
ati
on.Forexampl
e,ast
udentmayl
ear
nhow t
o
di
ff
erent
iat
eori
ntegr
ateal
gebr
aicf
unct
ionsbyobser
vingandi
mit
ati
ngsomebody
,
say
,at
eacher
.Const
antpr
act
iceondi
ff
erent
iat
ingandi
ntegr
ati
ngf
unct
ionscan
l
eadsuchast
udentt
oper
fect
ionandsot
oacqui
ret
hedesi
redski
l
ls.

I
mit
ati
onandpr
act
icest
rat
egymaybet
imeconsumi
ngandunr
eli
abl
eifnotbacked
byconcept
ualunder
standi
ngofsomet
heor
yandpr
inci
ples.Thest
rat
egymaynotbe
t
hebestwayt
oacqui
reaski
l
lbuti
tdoeshel
p.A st
udentwhounder
standst
he
mat
hemat
icalgener
ali
zat
ionsunder
lyi
ngdi
ff
erent
iat
ionandi
ntegr
ati
oni
sli
kel
yto
becomepr
ofi
cienti
ncar
ryi
ngoutv
ari
ouscompl
exi
ti
es.Ther
eist
her
efor
etheneed
t
oexposest
udent
stoacombi
nat
ionoft
hecogni
ti
veknowl
edget
hatper
tai
nst
othe
ski
l
landt
her
ightki
ndofpr
act
icesoast
odev
elopski
l
lsi
nameani
ngf
ulway
.They
needt
oknowt
hebasi
sforwhatt
heyar
edoi
ng.

Addi
ti
onalsubj
ectmat
terofmat
hemat
ics as i
dent
if
ied by Cooner
,Dav
is and
Hender
son(
1983)ar
esi
ngul
arst
atement
s,pr
escr
ipt
ionsandv
aluej
udgment
s.

2.
2Fact
orst
hatI
nfl
uencet
heSel
ect
ionofSubj
ectMat
ter
Ther
e ar
e sev
eralf
act
orst
hati
nfl
uence t
he sel
ect
ion ofsubj
ectmat
teri
n
mat
hemat
ics.Thesei
ncl
udeobj
ect
ives,
requi
rement
s,pr
erequi
sit
eknowl
edge,
uti
l
ity
,
i
nter
est
,di
ff
icul
tyandaut
hor
it
ati
vej
udgement
.

1.Obj
ect
ives
Obj
ect
ivesar
emor
efr
equent
lyusedt
ojust
if
ysubj
ectmat
tert
hathasal
readybeen
sel
ect
edt
hant
ojust
if
ythechoi
ceofsubj
ectmat
terbecauseoft
heexper
ienceoft
he
cur
ri
cul
um dev
eloper
shav
ingev
ergonet
hrought
hesy
stem.Obj
ect
ivesar
eusual
l
y
st
atedbef
oresel
ect
ingt
hecont
ent
.Theobj
ect
ivesmustbespeci
fi
canddef
ini
te.

2.Requi
rement
s
Mat
hemat
icsdepar
tment
sinschool
sof
tenhav
ecour
sesofst
udyt
hatt
eacher
sar
e
expect
edt
ofol
l
ow.Thi
smaybear
equi
rementbyagov
ernment
alr
egul
ator
ybody
t
hatal
lthest
udent
sshoul
dtakeonecour
sei
nmat
hemat
icsbef
oregr
aduat
ion.The
r
egul
ati
onmaymakemat
hemat
icsacompul
sor
ysubj
ectandsel
ect
edt
opi
csar
e
i
ncl
udedi
nthesy
ll
abus.Thesel
ect
ioni
susual
l
ycar
eful
l
ydonet
ocat
erf
oral
lki
nds
ofst
udent
s.

3.Ut
il
it
y
Some subj
ectmat
terar
e sel
ect
ed because t
heyar
e consi
der
ed usef
ulf
ort
he
pur
posesofexami
nat
ions,ori
nthel
ear
ningofot
hersubj
ectmat
ter
,ori
npr
epar
ing
f
utur
eci
ti
zens.Asubj
ectmat
termaybesel
ect
edbecausei
tisusef
ulatt
hev
eryt
ime
i
tisbei
ngl
ear
ntoratsomef
utur
eti
me.Somest
udent
smayi
nfut
uret
akeup
occupat
ionswher
eal
gebr
aandcal
cul
usl
ear
ntatschoolwi
l
lbeext
ensi
vel
yused.
Ot
her
s mayf
ind use f
orsome oft
he t
opi
csl
ear
nti
nthei
rcol
l
ege ort
ert
iar
y
educat
ion.
Theusef
ulnessofsomeoft
hesubj
ectmat
teri
nmat
hemat
icsmaybeseent
oai
d
t
heunder
standi
ngofot
hermat
hemat
icalsubj
ectmat
ter
.Knowl
edgeandski
l
lofhow
t
omani
pul
ater
ati
onalnumber
s,ai
dst
heunder
stat
ingofsol
vi
ngequat
ionsand
i
nequal
i
tiesandl
aterl
i
nearpr
ogr
ammi
ng.

4Pr
erequi
sit
eknowl
edge

Pr
erequi
sit
eknowl
edgeof
ten deal
swi
th academi
cut
il
it
y.I edgeofA i
fknowl s
necessar
yf edgeofB,t
orknowl henA mustbet
aughtbef
oreB.Thati
swhy(
i)
mat
hemat
icsf
orev
ery
dayl
i
fe;and(
ii
)mat
hemat
icsf
orappl
i
cat
ioni
not
hersubj
ect
ar
eas:commer
ce,t
rade,i
ndust
ry,orf
ormodel
l
ingsi
tuat
ions,andasat
ooli
not
her
sci
ent
if
icandt
echnol
ogi
cal
fiel
ds,
shoul
dinf
luencet
hesel
ect
ionofsubj
ectmat
terof
mat
hemat
ics.

5.I
nter
est
I
nter
est
ingsubj
ectmat
terser
vesasamot
ivat
ionf
orst
udent
stost
udyi
tandsot
hey
ar
emor
eli
kel
ytor
etai
nit
.Bot
hst
udent
sandt
eacher
sbenef
it
.Thet
eacherspends
l
essener
gyt
oconv
incest
udent
stol
ear
nit
.St
udent
sar
ether
efor
emor
eli
kel
yto
succeed.Ast
udenti
sli
kel
ytobei
nter
est
edi
nmat
hemat
icsbecauset
het
eacheri
s
ent
husi
ast
icandcompet
entorbecausei
tsut
il
it
yhasbeenper
cei
ved.A subj
ect
mat
termaybesel
ect
edev
eni
fthet
eachert
hinkst
hati
tisnoti
nter
est
ingatt
he
onset
,buti
tcanbemadei
nter
est
ing.Thi
scal
l
sformuchwor
ktobedonebyt
he
t
eachert
odev
elopandsust
ainst
udent
s’i
nter
esti
nsuchsubj
ectmat
ter
.Thet
eacher
hast
oemphasi
sei
tsut
il
it
y,orr
elat
eitt
osubj
ectmat
tert
hatst
udent
shav
est
udi
ed
pr
evi
ousl
y.Thet
eachi
ngmet
hodmayhav
etobev
ari
ed.Thei
nter
esti
sli
kel
ytospar
k
of
fsomej
oyi
nthet
eachi
ngandl
ear
ningofsuchasubj
ectmat
ter
.

6.Di
ff
icul
ty
St
udent
susual
l
ygetf
rust
rat
edwhent
heyar
elear
ningsubj
ectmat
tert
heyconsi
der
t
oodi
ff
icul
t.Theyar
eusual
l
ynotmot
ivat
edt
olear
nitandsoar
enotl
i
kel
yto
per
for
m andasaconsequenceanx
iet
yset
sin.

Att
imespoort
eachi
ngmet
hodscont
ri
but
etot
hedi
ff
icul
tyoft
hesubj
ectmat
tert
o
st
udent
s.Adopt
ion ofef
fect
ivet
eachi
ng met
hods by t
he t
eacher
,compet
ent
handl
i
ngoft
hesubj
ectmat
terbyt
het
eacheri
sal
lst
udent
sneedt
oov
ercomet
his
obst
acl
e.Thet
opi
cmaybedi
ff
icul
tbutv
erynecessar
ytobet
aughtandl
ear
ntand
socannotbeski
pped.Thati
s,t
houghdi
ff
icul
t,asubj
ectmat
termayst
il
lbei
ncl
uded
i
nthesy
ll
abusbecauseofot
herf
act
ors.

7.Aut
hor
it
ati
vej
udgment
Aut
hor
it
ati
vej
udgmentoccur
swhenagr
oupofsubj
ectspeci
ali
stscomet
oget
her
andr
eachausef
ulconsensus.Fori
nst
ance,
theMat
hemat
icalAssoci
ati
onofGhana
(
MAG)andcur
ri
cul
um andsy
ll
abusexper
tsmaysuggestt
hei
ncl
usi
onofsome
t
opi
csi
ntheschool
mat
hemat
icscur
ri
cul
um.

2.
3Sequenci
ngSubj
ectMat
teri
nMat
hemat
ics
Sequenci
nghast
odowi
thar
rangementofsubj
ectmat
teri
nor
derf
ort
hepur
poseof
t
eachi
ngandl
ear
ning.I
tisat
empor
alor
der
ingofsubj
ectmat
tersucht
hatonei
tem
ofsubj
ectmat
teri
staughtf
ir
st,anot
heri
staughtsecond,anot
hert
hir
d,andsoon.
Sequenci
ngcanei
therbev
ert
ical
orhor
izont
al.

Ver
ti
calsequenci
ngi
sal
socal
l
edgr
adeorcl
asspl
acement
.Iti
stheor
der
ingof
subj
ectmat
terwi
thr
espectt
othegr
adeorcl
ass.At
opi
csuchasr
elat
ionsi
stobe
l
ear
nedacr
ossv
ari
ouscl
assest
houghdi
ff
erent
lynamed.Set
sasasubj
ectmat
teri
s
l
ear
nedatt
hepr
imar
y,JHSandSHSl
evel
s.

Hor
izont
alsequenci
ngi
stheor
der
ingofsubj
ectmat
terwi
thr
espectt
oapar
ti
cul
ar
cour
sei
napar
ti
cul
arcl
ass.I
tcanal
sobet
heor
der
ingofsubj
ectmat
teri
na
par
ti
cul
art
opi
cinapar
ti
cul
arcour
se.Thef
ocusi
sont
hecont
ent
sthatgoi
ntowhat
i
stobel
ear
nti
napar
ti
cul
arcl
assandt
heor
deri
nwhi
cht
heyar
etobel
ear
nt.
Wi
thi
nacour
seorcl
asst
hecont
ent
scanbear
rangedi
nincr
easi
ngordecr
easi
ng
ut
il
it
y.Thepr
inci
pleofdecr
easi
ngut
il
it
yisbei
ngusedwhenaut
hor
soft
ext
books
pl
acesubj
ectmat
tert
hatcanbeomi
tt
edwi
thouti
ntr
oduci
nggapsi
nthest
udent
’s
knowl
edgei
nthel
astchapt
ersoft
hei
rbook.Thepr
inci
pleofi
ncr
easi
ngut
il
it
yis
empl
oyedwhent
hev
eryeasyt
opi
csar
eputi
nthef
ir
stchapt
eroft
hebook.

2.
4Fact
orst
hatI
nfl
uenceSequenci
ngofSubj
ectMat
ter

Thef
oll
owi
ngar
efact
orst
hatar
econsi
der
edwhensequenci
ngsubj
ectmat
teri
n
mat
hemat
ics.

1.Pr
erequi
sit
eKnowl
edge
Thi
sist
hemostf
requent
lyusedf
act
orf
ordet
ermi
ningasequencef
ort
eachi
ng
mat
hemat
icalsubj
ectmat
ter
.I edgeofAi
fknowl snecessar
yfort
hecompr
ehensi
on
ofB,t
henAmustbet
aughtbef
oreB.Forex
ampl
e,at
eacherwant
stopr
esentt
he
commut
ati
vepr
oper
tyofaddi
ti
on:“
Foral
lrealnumber
s,t
heor
deri
nwhi
cht
he
addends ar
e used i
n addi
ng t
wo number
s does notaf
fectt
he sum”
,int
he
abbr
evi
atedf
orm, .
Thet
eachershoul
densur
ethatst
udent
sar
efi
rstt
aughtt
hemeani
ngoft
hesy
mbol
s,
,x,y
( ,andR)bef
oret
heycanmakemeani
ngoft
hemat
hemat
icalgener
ali
zat
ion
(
symbol
s).

Al
so,
tot
eachappl
i
cat
ionofcommonl
ogar
it
hmst
otr
ansf
orm acur
vet
oli
neargr
aph,
st
udent
soughtt
ohav
ebeent
aughtl
i
neargr
aphsbef
oret
heycangr
aspt
heconcept
andski
l
lsi
nvol
vedi
nthenewsubj
ectmat
ter
.

2.Fami
li
ari
ty
I
tisnat
uralt
hatst
udent
sar
emor
efami
l
iarwi
thsomet
opi
cst
hanot
her
s.Set
sand
numer
ati
onsy
stemsf
ori
nst
ance,ar
etr
eat
edear
li
erduet
othef
ami
l
iar
it
yfact
or.
Cur
ri
cul
um dev
eloper
ssel
ectt
hemostf
ami
l
iart
opi
csf
ir
standt
henmov
eont
othe
l
eastf
ami
l
iar
.Thi
sisj
ust
if
ied on psy
chol
ogi
caland pedagogi
calgr
ounds.The
f
ami
l
iari
slesst
hreat
eni
ngandsocanmot
ivat
est
udent
stol
ear
nit
.Thet
eacher
’s
j
obi
seasi
erandst
udent
s’l
ear
ningi
sli
kel
ytobeenhanced.Thi
sfol
l
owst
hemaxi
m
t
hat“
wet
eachf
rom known(
fami
l
iar
)tot
heunknown(
unf
ami
l
iar
)”.

3.Abst
ract
ness
Abst
ract
ing i
s a cogni
ti
ve act
ivi
tyt
hatoccur
s when an i
ndi
vi
dualdr
aws f
rom
di
ff
eri
ngexper
iences,ofasetofsi
mil
ari
ti
esamongt
hedi
ff
erences.Forexampl
e,a
st
udentwhogr
aphsaser
iesofy=ax2+bx+c,(
a0)
,wi
l
lbecomeawar
ethatt
he
gr
aphsmaybel
ocat
ed atdi
ff
erentpl
acesi
ntheCar
tesi
anpl
ane.Some“
open
upwar
d”,
some“
opendownwar
d”,
butt
heyal
lhav
ethesameshape.Thest
udenthas
abst
ract
edt
hecommonpr
oper
tyofshapef
rom t
hedi
ff
erentgr
aphs.
Ther
e may be i
ncr
easi
ng or decr
easi
ng abst
ract
ness of subj
ect mat
ter
.
Abst
ract
ness i
ncr
eases when r
est
ri
cti
ng condi
ti
ons ar
eremov
ed.Fori
nst
ance,
t
eachi
ngpol
ygonsf
oll
owi
ngt
hesequence:
r
“ect
angl
esbef
orepar
all
elogr
amsbef
orequadr
il
ater
alsbef
orepol
ygons”i
sint
he
or
derofi
ncr
easi
ngabst
ract
ness.
Not
ethatt
her
ightangl
econdi
ti
oni
sremov
edaswet
eachr
ect
angl
esf
oll
owedby
par
all
elogr
ams,t
hecondi
ti
onofpar
all
elopposi
tesi
desi
sremov
edf
rom t
eachi
ng
aboutpar
all
elogr
amst
oquadr
il
ater
als,andt
hef
oursi
descondi
ti
oni
sremov
edi
n
t
reat
ingquadr
il
ater
alsf
oll
owedbypol
ygons.
ng22mat
Teachi ri
cesbef
ore33mat
ri
cesbef
orem nmat
ri
cesi
sincr
easi
ng
abst
ract
ness.Si
mil
arl
y hesequence:count
,t ing number
sbef
orewhol
enumber
s
bef
orei
nteger
s bef
orer
ati
onalnumber
s bef
orei
rr
ati
onalnumber
s bef
orer
eal
number
sbef
orecompl
exnumber
sisi
nincr
easi
ngabst
ract
ness.

A sequence i
s decr
easi
ng i
n abst
ract
ness when condi
ti
ons ar
eimposed.For
i
nst
ance,t nggeomet
eachi ri
cfi
gur
esbef
orepol
ygonsbef
orequadr
il
ater
alsbef
ore
par
all
elogr
amsbef
orer
ect
angl
esbef
oresquar
es,i
sindecr
easi
ngabst
ract
ness.
Addi
ti
onal
condi
ti
onsar
eimposedoneachsetoff
igur
esaf
tert
hef
ir
st.

4.TheGenet
icPr
inci
ple
Negat
ivenumber
sfi
rstappear
edst
rangeandt
hei
raccept
ancebymat
hemat
ici
ans
t
ookt
ime.I
twast
hesamewi
thi
rr
ati
onalandi
magi
nar
ynumber
s.Thei
rdesi
gnat
ion
i
(r
rat
ionalandi
magi
nar
y)i
ndi
cat
edt
hest
rangef
eel
i
ngsofmanymat
hemat
ici
ans
aboutt
hem.
Si
mil
arl
y,non-
Eucl
i
dean geomet
rywas har
derf
orst
udent
sto under
stand t
han
Eucl
i
deangeomet
ry.Theconcept
ualdi
ff
icul
ti
esmat
hemat
ici
anshav
eexper
ienced
wi
thi
deasar
ethev
eryonesst
udent
sexper
iencewhent
heycomet
olear
nthei
deas.
Thegenet
icpr
inci
plef
oror
der
ingt
hepr
esent
ati
onofsubj
ectmat
termeanst
hat
mat
hemat
icali
deasshoul
dbet
hesameast
hehi
stor
icalor
deroft
hei
rinv
ent
ionor
di
scov
ery
.Thegenet
icpr
inci
plei
ncur
ri
cul
aisempl
oyedwheni
nfor
malpr
oof
sar
e
t
reat
edbef
oref
ormalpr
oof
sinmostcour
sesi
ngeomet
ry;negat
ivenumber
sar
e
t
reat
edaf
terposi
ti
venumber
sandmat
ri
xtheor
yfol
l
owsast
udyofsol
uti
onof
sy
stemsofl
i
nearequat
ions.

Thegenet
icpr
inci
plei
snoti
ndependentoft
heot
herf
act
ors.Not
ethatwecanal
so
descr
ibe t
hese sequences as obey
ing i
ncr
easi
ng abst
ract
ness and f
ami
l
iar
it
y
pr
inci
ples.

5.I
mmedi
acyofAppl
icat
ion
Thi
sisal
soj
ust
if
iedonpsy
chol
ogi
calandpedagogi
calgr
ounds.Thei
mmedi
ate
ut
il
it
yofsomesubj
ectmat
teri
sli
kel
ytomot
ivat
est
udent
stol
ear
nit
.Appl
i
cat
ion
r
einf
orcesl
ear
ningsoi
tisbet
tert
oteacht
opi
cst
hatar
epr
erequi
sit
esf
ir
st.Thati
s
whyt
het
opi
c,Li
mit
sist
aughtbef
oreDi
ff
erent
iat
ion;andl
essononsi
mul
taneous
equat
ionsi
ntwov
ari
abl
espr
ecedespar
ti
alv
ari
ati
on.

2.
5Sel
ect
ionandSequenci
ngofJHSMat
hemat
icsCont
ent
s
Thest
rongmat
hemat
icalcompet
enci
esdev
elopedatt
heJHSl
evelar
enecessar
y
r
equi
rement
sforef
fect
ivest
udyi
nmat
hemat
ics,
sci
ence,
commer
ce,
indust
ryanda
v
ari
etyofot
herpr
ofessi
onsandv
ocat
ionsf
orpupi
l
ster
minat
ingt
hei
reducat
ionat
t
heJHSl
evelaswel
lasf
ort
hosecont
inui
ngi
ntohi
ghereducat
ion.Thesy
ll
abusat
t
heJHSi
sbasedont
henot
iont
hatanappr
opr
iat
emat
hemat
icscur
ri
cul
um r
esul
ts
f
rom a ser
iesofcr
it
icaldeci
sionsaboutt
hree i
nsepar
abl
yli
nked component
s:
cont
ent
,inst
ruct
ionandassessment
.

The maj
orar
eas ofcont
entcov
ered i
nthe 2012 Teachi
ng Sy
ll
abus f
orJHS
Mat
hemat
icsar
e:(
i)Number
sandNumer
als;
(ii
)Numberoper
ati
onsandAl
gebr
a;(
ii
i)
Measur
es,Shape and Space;(
iv)Col
l
ect
ion and Handl
i
ng Dat
a(St
ati
sti
cs &
Pr
obabi
l
ity
)and(
v)Pr
obl
em Sol
vi
ngandAppl
i
cat
ions.

Number
sand numer
alscov
erway
snumber
sar
erepr
esent
ed/
recor
ded andt
he
quant
it
iesf
orwhi
cht
heyst
and;t
heuseofsy
mbol
s,not
ati
ont
orepr
esentand
communi
cat
equant
it
ies/
number
s.NumberOper
ati
onsandAl
gebr
acov
ert
hebasi
c
oper
ati
ons(
+,−,
×&÷)onwhol
enumber
sandf
ract
ions(
incl
udi
ngcor
rector
der
ingof
oper
ati
onsanduseofbr
acket
s),andaccur
acy
,rat
io,di
rectandi
nver
sepr
opor
ti
on,
andcommonmeasur
esofr
ate,di
vi
dingaquant
it
yinagi
venr
ati
o;useofscal
esi
n
pr
act
icalsi
tuat
ions;andcal
cul
ati
onof av
eragespeed,est
imat
ion,appr
oxi
mat
ions,
use of el
ect
roni
c cal
cul
ator
s. Al
gebr
a al
so pr
ovi
des oppor
tuni
ti
es f
or t
he
dev
elopmentofpupi
l
s’abi
l
ityt
orecogni
sepat
ter
nsandr
elat
ionshi
psi
nmat
hemat
ics
andt
her
ealwor
ld;anddev
elopt
heabi
l
ityt
ousesy
mbol
s,not
ati
on,gr
aphsand
di
agr
ams t
orepr
esentand communi
cat
e mat
hemat
icalr
elat
ionshi
ps and sol
ve
pr
obl
em i
nvol
vi
ngl
i
nearequat
ionsandi
nequal
i
tiesi
nonev
ari
abl
e.

Measur
escov
ermass,l
engt
h,ar
ea,v
olume,capaci
ty,t
ime,andmoney
.Shapeand
Spacepr
ovi
desoppor
tuni
ti
esf
ort
hedev
elopmentofpupi
l
s’abi
l
ityt
omeasur
eli
nes
andangl
es;const
ructt
ri
angl
esandot
hersi
mpl
egeomet
ri
calf
igur
eswi
thgi
ven
condi
ti
ons,
const
ructangl
ebi
sect
orsandper
pendi
cul
arbi
sect
orsofl
i
nesegment
s.

St
ati
sti
cs and pr
obabi
li
ty i
nvol
ves Col
l
ect
ion and Handl
i
ng of Dat
a and
under
standi
ngt
hef
undament
alconcept
sofpr
obabi
l
itysot
hatt
heycanappl
ythem
i
nev
ery
dayl
i
fe(
MOE,
2012)
.

2.
6Just
if
icat
ionofSel
ect
edSpeci
fi
cJHSMat
hemat
ics
Topi
cs
Thesel
ect
edt
opi
csf
ort
hev
ari
ousl
evel
satt
heJuni
orHi
ghSchoolar
edi
spl
ayedi
n
t
het
abl
eshown.

Tabl
e1:Ext
ractofJHSMat
hemat
icsTopi
cs(
JHSMat
hemat
icsSy
ll
abus2012)
Uni
t JHS1 JHS2 JHS3

1 Number
sandNumer
als Col
l
ect
ing and Handl
i
ng Appl
i
cat
ionofSet
s
Dat
a

2 Set
s Rat
ional
number
s Ri
gidmot
ion

3 Fr
act
ions Mappi
ng Enl
argements and
Si
milari
ti
es

4 ShapeandSpace Li
near equat
ions and Handl
i
ng dat
a and
 i
nequal
i
ties Pr
obabi
l
ity

5 Lengt
handAr
ea Angl
es MoneyandTax
es

6 Powers of nat
ural Shapeandspace Al
gebr
aicexpr
essi
ons
numbers

7 I
ntr
oducti
ontot
heuseof Geomet
ri
cconst
ruct
ions Pr
oper
ti
esofPol
ygons
Cal
cul
ators

8 Rel
ati
ons NumberPl
ane

9 Al
gebr
aicexpr
essi
ons Vect
ors

10 Capaci
ty,
Mass,
Timeand Proper
ties of
Money Quadri
later
als

11 I
nteger
s Rat
ioandPr
opor
ti
on

12 Deci
mal
Fract
ions Rat
es

13 Per
cent
ages Ar
eaandVol
ume

14 Col
lecti
ng/
Handl
i
ng Dat
a Pr
obabi
l
ity
(Di
scret
e)

Obser
vet
hatt
hesel
ect
ionoft
het
opi
csf
oreachl
evelwasi
nfl
uencedbyt
hegener
al
obj
ect
ivesseti
ntheJHSMat
hemat
icscur
ri
cul
um.Thet
opi
csar lar
eal equi
rement
f sandanaut
orJHSpupi
l hor
it
ati
vej
udgement
.Thet
opi
csar
eal
lsel
ect
edbecause
t
heyar
eseent
obeusef
ult
ost
udent
sandi
sli
kel
ytomaket
hem f
unct
ionali
nli
fe
ut
( i
l
ity
).

Obser
ve al
so t
hatt
he t
opi
c,Al
gebr
aic expr
essi
ons,has subt
opi
cs t
hatsome
st
udent
sfnddi
i ff
icul
ttol
ear
nandsomet
eacher
smayal
sof
inddi
ff
icul
ttot
eachbut
t
heyar
eincl
udedi
nthesy
ll
abus.I
nteger
sandpower
sofnumber
sar
eal
sosubj
ect
mat
tert
hatposechal
l
enget
osomepupi
l
s.Theset
opi
cst
houghdi
ff
icul
tar
esel
ect
ed
becauseofot
herf
act
or ker
sl
i equi
rementf
orl
ear
ningsomeot
hersubsequentt
opi
cs
atJHSori
naf
utur
epr
ogr
ammeofst
udy
.Iam sur
eyouagr
eet
hatal
lthet
opi
csar
e
ofi
nter
estt
opupi
l
sorcanbemadei
nter
est
ingt
othem.

2.
7Just
if
icat
ionofSequenci
ngSpeci
fi
cJHSMat
hemat
ics
Topi
cs
Doy
ounot
icehor
izont
alsequenci
ngi
ntheJHSt
opi
csshowni
nTabl
e1? The
JHS1t
opi
cssuchasNumber
sandNumer
als,Set
s,Fr
act
ionsar
epr
esent
edi
nthat
sequence.Number
sandNumer
alscomef
ir
stbecauseoff
ami
li
ari
typr
inci
ple.They
ar
ever
yeasyandl
esst
hreat
eni
ngf
ort
hepupi
l
s.

Thegenet
icpr
inci
plei
sseeni
nthepr
ogr
essi
onf
rom number
sandnumer
alst
o
f
ract
ions.Thepr
erequi
sit
efort
hel
ear
ningofFr
act
ionsi
sNumber
sandnumer
als.
Thi
sal
soshowst
hei
mmedi
acyofappl
icat
ionf
act
oratpl
ay.Al
gebr
aicexpr
essi
ons
ar
equi
teabst
ractandsocomemuchl
at he9thJHS1t
erast opi
c.“
Int
eger
s”i
squi
tea
di
ff
icul
t/
abst
ractconceptt
olear
nandt
eachandsopl he11thJHS1t
acedast opi
c.

Ver
ti
calsequenci
ng can be seen i
nthe pl
acementofLi
nearequat
ions and
i
nequal
i
tiesi
nJHS2af
tert
reat
ingAl
gebr
aicexpr
essi
onsi
nJHS1. Soal
soi
sthe
sequenceRat
ionalnumber
spl
acedatJHS2af
tert
eachi
ngNumber
sandNumer
als,
Fr
act
ions,
Deci
mal
Fract
ions,
andI
nteger
sinJHS1.

2.
8Sel
ect
ionofSHSCor
eMat
hemat
icsCont
ent
s
Thef
oll
owi
ngar
ethemaj
orar
easofcont
entcov
eredi
ntheSeni
orHi
ghSchool
f
orms1t
o3.
1)Number
sandNumer
ati
on;2)Pl
aneGeomet
ry;3)Mensur
ati
on;4)Al
gebr
a;5)
St
ati
sti
csandPr
obabi
l
ity
;6)Tr
igonomet
ry;
7)Vect
orsandTr
ansf
ormat
ioni
naPl
ane.

Number
sandNumer
ati
oncov
ersr
eadi
ngandwr
it
ingnumer
alsi
nbaset
wot
hrough
t
wel
ve and t
he f
ourbasi
c oper
ati
ons on t
hem.Pl
ane geomet
rycov
ers up t
o
appl
i
cat
ionofPy
thagor
ast
heor
em andci
rcl
etheor
ems.Mensur
ati
oncov
ersupt
o
t
heear
thasaspher
e.Al
gebr
acov
ersupt
osi
mul
taneousl
i
nearequat
ionsand
quadr
ati
cequat
ions.St
ati
sti
csandPr
obabi
l
itycov
ersr
epr
esent
ingandi
nter
pret
ing
dat
a(hi
stogr
amsandogi
ve)andt
hef
undament
alconcept
sofpr
obabi
l
ityappl
i
cabl
e
i
nev
ery
dayl
i
fe.Tr
igonomet
rycov
erst
het
ri
gonomet
ri
crat
iosandt
hei
rappl
i
cat
ions
t
o angl
esofel
evat
ionand depr
essi
on,dr
awi
ng and i
nter
pret
ati
onofgr
aphsof
t
ri
gonomet
ri
cfunct
ions.

Vect
orsi
ncl
ude,r
epr
esent
ati
on,oper
ati
onsonv
ect
ors,equalandpar
all
elv
ect
orsas
wel
lasmagni
tudeofv
ect
orsandbear
ing.Tr
ansf
ormat
iondeal
swi
thr
igi
dmot
ion
andenl
argementi
ncl
udi
ngscal
edr
awi
ngandi
tsappl
i
cat
ion.

Pr
obl
em sol
vi
ngandappl
i
cat
ion,asi
ndi
cat
edear
li
er,hasnotbeenmadeat
opi
cby
i
tsel
fint
he sy
ll
abus si
nce near
lyal
ltopi
csi
ncl
ude sol
vi
ng wor
d pr
obl
ems as
act
ivi
ti
es.
2.
9Just
if
icat
ionofSpeci
fi
cSHSCor
eMat
hemat
icsTopi
cs
Sel
ect
ed
Thesel
ect
ionandsequenci
ngoft
heSeni
orHi
ghSchoolCor
eMat
hemat
icssy
ll
abus
(
2010)i
spr
esent
edi
nTabl
e2.

Tabl
e2:SHSMat
hemat
icsTopi
cs(
2010Cor
eMat
hemat
icsSy
ll
abus)

Uni
t SHS1 SHS2 SHS3

1 Set
sandOper
ati
onsonset Modul
arar
it
hmet
ic Const
ruct
ions

2 Real
numbersy
stem I
ndi
cesandl
ogar
it
hms Mensur
ati
onI
I

3 Al
gebr
aicexpr
essi
ons Simul
taneous l
i
near Logi
cal
reasoni
ng
equat
ions

4 Sur
ds Per
cent
agesI
I Tr
igonomet
ryI
I

5 NumberBases Var
iat
ion

6 Rel
ati
onsandFunct
ions St
ati
sti
csI
I

7 Pl
aneGeomet
ry Quadr
ati
cfunct
ions

8 Li
near equat
ions and Mensur
ati
onI
i
nequal
i
ties

9 Bear
ing and Vect
orsi
n a Plane geomet
ryI
I(Ci
rcl
e
pl
ane theor
ems)

10 St
ati
sti
csI Tr
igonomet
ryI

11 Ri
gidmot
ionI SequencesandSer
ies

12 Rat
ioandRat
es Rigid mot ion I
I and
Enlargement

13 Per
cent
agesI

Tasks:

Expl
ainhoweachoft
hesel
ect
ionf
act
orsar
eappl
i
edf
ort
heSHSt
opi
cs.
Whati
syourv
iew aboutSur
ds (
SHS1)
,Indi
ces and l
ogar
it
hm,Var
iat
ions,and
Quadr
ati
cfunct
ions(
SHS2)andLogi
calReasoni
ng(
SHS3)
?Ar
etheydi
ff
icul
ttopi
cs
t
oteachandl
ear
n?
Wher
edoesaut
hor
it
ati
vej
udgementcomei
n?

2.
10Sequenci
ngofSHSCor
eMat
hemat
icsCont
ent
s
Tasks:
Lookatt
heSHS1t
opi
cs.I
dent
if
ytheconnect
ionsamongt
her
elat
edt
opi
cst
hat
show(
i)v
ert
ical
and(
ii
)hor
izont
alsequenci
ng.

TakeQuadr
ati
cfunct
ions(
2.7)andex
plai
nhow i
trel
atest
oot
hert
opi
csbef
ore
(
SHS1andSHS2)andaf
ter(
SHS2andSHS3)
.

Sel
f-
AssessmentQuest
ions2

Expl
aint
het
ypesofsubj
ectmat
teri
nmat
hemat
ics.
Whatar
ethef
act
orst
hataf
fectt
hesel
ect
ionofschool
mat
hemat
icscont
ent
s?

Expl
aint
hef
act
orst
hataf
fectt
hesequenci
ngofschool
mat
hemat
icscont
ent
s.

Di
sti
ngui
sh bet
ween v
ert
icaland hor
izont
alsequenci
ng ofsubj
ectmat
teri
n
mat
hemat
ics.

Just
if
ythesel
ect
ionofJHS2t
opi
cs.

Just
if
ythesel
ect
ionofSHS2andSHS3cor
emat
hemat
icst
opi
cs.

SI
RTHI
NKER
CHAPTERFOUR
OBJECTI
VESANDVALUESOFMATHEMATI
CSAND
EDUCATI
ONALREFORMSINGHANA
CLASSIFI
CATI
ONOFOBJECTI
VESOFMATHEMATI
CS
CURRICULUM
I
ntroducti
on
Mat hemati
csneedstobeplannedaswel last
oachieve
i
ntendedgoalsthatrepr
esentval
uesattai
nabl
efrom i
ts
study.Select
ion and organi
zati
on of mathematics
coursesandplanni
ngofstudent’
slear
ningact
ivi
ti
esare
veryimport
ant,

Wi t
houtobjecti
ves,selectionandor ganizationmay
r
esultinaplanless,wast eful andineffecti
v ecourse.
Thisistosay,thewhat( e.gcontent )andt hehow
(
pedagogy)ofmat hemat icshav ealway sbeen
determi
nedbyi tswhy( objectiv
esorgoal s)these
objectivesar e
fundamentall
yimpor tantasagui det ocur ri
cul
um
maker s,
textbookwr i
ters, t
eacher sandsuper vi
sory
of fi
cer s.

Theobject
ivesoft
eachi
ngmat hemati
csatthejuni
or
hi
gh schoolcan be cl
assi
fi
ed underthe fol
l
owing
headi
ngs:

•KnowledgeObj ect
ives
•Through mat hemat ics, a st udent acquir
es t he
knowledgeofthef oll
owi ng,he/she:
•Learns mat hemat ics l anguage, f or exampl e,
mathemat i
calsy mbol s.For mulae,fi
gure,di
agrams,
defi
nit
ions,et
c
•Understand and use mat hemat i
calconceptslike
 conceptofarea,vol
ume, number,directi
on,et
c
•Learn t he f undament al mat hemat i
cal i deas,
processes,r
ulesandr el
ationshi
ps
•Understand the histor
icalbackgr ound ofv ari
ous
topi
csandcont ri
butionsofmat hemat ici
ans.
•Understandsthesignifi
canceandt heuseofuni tsof
measur ement.

Skil
lObj ect i
ves
Through mat hemat ics t he st udent
developst hef oll
owingski l
ls.He/ she:•
Learnt o expr ess thoughtcl earl
yand
accurat el
y
•Lear ntoper form calculationsor al
ly.
•Dev elopt heabi l
i
tyt oor ganizeandi nterpretagi ven
data
•Lear nt or each accur ate concl usions by l ogical
reasoni ng
•Lear ntoanal ysepr oblemsanddi scov erfundament al
rel
at i
onshi ps
•Dev elopsspeedandaccur acyinsol vingpr oblems
•Dev elops t he ski l
l
st o dr aw accur ate geomet ri
cal
fi
gur es
•Dev elopst heabi l
it
yt ousemat hemat i
calappar atus
andt ool sski l
lf
ull
yAppr eciationObj ecti
v es
Throughmat hemat icsast udentlear ntoappr eciatethe:
•Cont r
ibut i
onofmat hemat i
cstot hedev el
opmentof
varioussubj ectsandoccupat i
ons
•Rolepl ayedbymat hemat i
ciansinmoder nlif
e
•Mat hemat i
calt ypeoft houghtwhi chser
v esasmodel
forsci enti
fict hi
nkingi notherfi
elds
•Rigourandpowerofmat hemat i
calprocessesand
accur acyofr esults
•Cultural val
ueofmat hemat i
cs
•Valueofmat hemat i
csasal ei
suretimeacti
vit
y.
At
ti
tudeObj ectives
Mathemat ics hel ps in developmentoft he foll
owi
ng
at
ti
tudesi nst udent s;

•Devel
opt heatti
tudesy stemat i
cal
lypursui
ngat askto
completi
on.
•Devel
op heur i
stic atti
tude.He/ she tri
es to make
i
ndependentdiscoveries
•Devel
opt hehabitoflogical reasoning
•Becomebr iefandpr ecisei nexpr essingstat
ement s
andresul
ts,
•Devel
opt hehabitofv eri
fication
•Devel
op power concent ration and i ndependent
thi
nki
ng.
•Devel
ophabi tofself-
reli
ance

VALUESOFTEACHI
NGMATHEMATI
CS
 I
ntr
oduct
ion

•Mat
hemat
icsi
sgener
all
yvi
ewedasanessent
ialpar
tof
schoolcur ri
culum onaccountofi tseducati
onalvalues.
Wet heref
oreneedt oadoptonl ythosewaysandmeans
whi chhelpinr eal
i
zingt hoseval
ues.Thewhy( part
icular
valueswewantt ot ransmitcapturedi
nt heobjectiv
es
andai ms)ofmat hemat icsshouldalwaysinform our
teachingoft hesubject.
•Bl
ackhur
stcl
assi
fi
escur
ri
cul
um v
aluesundert
hreesub
headi
ngsnamel
y:at
ti
tudes,
conceptandi
nfor
mat
ion.

•Schor
ll
ingpr
esent
sthev
aluesasat
ti
tudes,concept
s,
abi
l
iti
esandi
nfor
mat
ion.

•Weshal
ldi
scussMi
mick’
scl
assi
fi
cat
ionofv
aluesunder
foursubheadi
ngs:pr
acti
calvalues,pr
epar
ator
yval
ues,
disci
pli
nar
yval
uesandcul
tural
values
Pr
act
ical
Val
ues
•Thepr acticalorut il
it
arianaimr eferstoi mmedi ateor
dir
ectusef ulnessofmat hematicsi nli
fe.“Knowl edge
forknowl edgesake”i sanobl eideal t
hatmaybeeasy
to pursue i n college education butnoti n school
education. suchknowl edgeasi sappl icabl
ei ndai l
y
l
ifei s ever ybody ’s necessit
y.I mmedi at e ut
il
itari
an
values means t hatt here are cer t
ain aspect s of
mat hemat ics, whi ch ar e indispensabl e for t he
i
ndi vi
dual.
•Someoft hecont entsunderpr acticalvaluesincludes
measur ement ;theFourBasi cOper ati
ons;Pr ofi
tand
Loss; I
nterest ;Areas; Taxes;Graphs; Si
mpl eNot ionof
 st
ati
sti
cs;morecommongeomet ri
cfigur
es;Algebr
a;
Li
near Equat i
on; Mensur
ati
on; Applicat
ion of
Mathemati
calConcept
sandPr ocessestopr obl
em
ofever
ydayli
fe

• SI
RTHI
NKER
P
r
e
p
a
r
a
t
o
r
y
V
a
l
u
e
s
•Thepr eparat
oryval
ueisoftwokinds
•(a)thepar tofmathemati
csinprepari
ngthechi
ldfor
futur
el i
fe,and•( b)the par
tofmat hemati
cs in
preparingthechi
l
df orf
utur
eeducati
on.
•Ani nterpr
etati
onoft hefi
rstki
ndhasbeengi venint
he
practicalvaluesdiscussedear l
i
er .Themat hemati
cs
fort hegroupofst udentswhogi veupt heirst
udi
es
afterschoolst ageshouldequi pt hem forfutur
eli
fe.
Thisgr oupofst udentsconsti
tutet hemajori
tyandits
needsshoul dbegi venpri
orit
yov erthosewhowoul d
j
oint heuniversi
ty

•Themat hemat i
csforf utureeducat i
onshoul dprepare
studentsattheter
tiarylev el(Electi
veMat hematics).A
studentwi t
houtt he r equisite background ofhi gh
schoolmat hematicsi sof ten bar r
ed from ent er
ing
coursesthatheorshel i
kest ochoosel ater
.Success
i
nsoughtaf tercoursesi ncol legest agedependst oa
great extent on t he degr ee of soundness of
mat hemati
csbackgr oundmadei ntheearli
erstages.
DisciplinaryVal ues

•Adi scipli
nedper sonisonewhogov ernsbehaviourby
certain princi
plest hatheorshehasaccept ed as
propert oliveby.
•A mat hemat i
cian has such pr i
nciples. He/she
attempt st o state a pr eci
se def i
nit
ions,tot est
i
nfer ences t o make sur e t hey ar e necessary
i
mpl i
cations of def i
nit
ions, axioms or t heorem,
cont i
nuing t o ask “Why ”or“ How do we know? ”;
he/ sheisnotdogmat i
ci nasserti
ngt hatonlycertai
n
definit
ionsandaxi omsar ecorr
ect.
•Ifaper sonwhost udiesmat hemati
csacqui ressuch
principlesandgov ernshi s/herli
febyt hem,wesay
he/ shei sdi sci
plined.
•Fourspeci ficaimst hatseem t obei mpliedbyt he
gener al discipl
inaryaimi nclude:
•Tot eachst udentst heconcept sbasict oquant i
tat
ive
thinking–measur ement ,rati
oandpr oporti
on, r
ati
onal
number s and f unction,i ti s assumed t hat the
disciplinedper sonusest heseconcept sconsi st
entl
y.
•To dev elop st udents’abi li
tytot hi
nkl ogicall
y– t o
anal yzeacompl exsi t
uation.
•Recogni zet helogicalr el
ationsamongi nter
dependent
factor s,andbeabl et odiscov er
.

•Andst ateagenerali
zat
ionthatdescribest her elat
ions
among obj ects understudy •To i ncul cate such
ment alhabitsandat t
it
udesasseeki ngt ounder stand
relat
ions
•Intel
lectualcuri
osit
y,persi
stence,alovef orpr ecision,
accur acy,t
horoughness.
•Clari
tyandor derl
yandl ogi
calorgani
z ati
on
•To t rain studentsi n what i s charact erized as
“functionalthi
nking”meani ng thi
nking int erms of
relat
ionships.
 Cul
tur
alVal
ues
•For
mat
ionofdesi
rabl
eat
ti
tudesandi
deal
sper
tai
nst
othe
cult
uralai
mi neducat
ion.Bycul turalai
ms, wemean” t
hose
somewhat l ess tangible but nonet heless real and
i
mpor tanti
ntell
ect
ual,ethical,aesthet
icorspi ri
tualaims
thatareinvol
vedinthedev elopmentofappr eci
ati
onand
i
nsightandtheformationofi deal
sofper fecti
ons”
.
•Not
ethatev
ery pi
ece ofpur
posef
ulknowl
edge i
s of
cul
turalval
ue.Themat hemat i
cstopicsthatcandev el
opin
alearnerthehabitsoft oler
ance,appreciati
on,sympathy,
cooperati
on,accuracyandl ogicalreasoningarenol ess
i
mpor tantthanthosewhi chclaimt obeusef ulinsolvi
ng
mathemat i
calpr
oblemsofdai lyli
fe.
•Cul
tur
aladv
ancementowesagr
eatdealt
othedi
scov
ery
ofcer
tai
nmathemati
cal
fact
s.Thesefact
sar
enotgoi
ngt
o
l
osethei
rpl
ace,asl
ongassoci
etyexi
ts.

•Somespecif
icscul
tural
aimsi
nclude:
•To t
each appreci
ati
on ofbeautyin geomet
ri
calf
orms
f
oundi
nnat
ure,
artandi
ndust
ry.
•To t
each appr
eci
ati
on ofl
ogi
calst
ruct
ure,pr
eci
sion of
st
atementandt
houghtandl
ogi
cal
reasoni
ng.
•Tot
eachappr
eci
ati
onoft
hepowerofmat
hemat
ics,t
he
par
tithasplayedinthedevel
opmentofci
vi
li
zat
ionand,i
n
par
ti
cular
,thatofsci
ence.

MAJOR I
NFLUENCE ON GHANA’
S
EDUCATI
ONALSYSTEM.
I
ntr
oduct
ion
•An educat
ionalr
efor
m i
s a necessar
y measur
efor
r
eori
ent
ingthecontentoftheeducat
ionalenterpr
iset
o
meetthe dev
elopmentalgoal
s ofevery nat
ion.Many
 Ghanai an educati
onists have argued fora sy stem and
curri
culum thatwoul dletuscat ch-upwi t
hther estofthe
world.Thus r ecent educationalpol icy debates have
rei
teratetheneedt oemphasi zethet eachi
ngofsci ence
and i nfor
mat i
on t echnology (Kuy i
niAhmed Bawa,a
col
umni st
).
•Thei
mpor
tanceofl
ear
ningi
stohel
pst
udent
stobeabl
eto
applyt hei
rknowledge,devel
opanal yt
icalt
hinki
ngski l
ls,
synthesizeinf
ormation,and use thei
rknowl edge ina
vari
etyofway stodealwithlear
ningproblemsandi ssues
i
nl i
fe
•Thr
oughout of hi
stor
y, st
andar
ds f
or mat
hemat
ics
educati
on were set l ocal
ly
,by i ndiv
idualschool s or
teacher
s,depending on the level
s ofachi ev
ementt hat
werer el
evantto,r eal
isti
cf or,and considered soci
all
y
appropri
atef
ortheirpupil
s.
•The1960sand1970ssaw at
tempt
sbymanycount
ri
es
worl
dwidet oradi
cal
l
yt r
ansfor
m schoolmathemati
cs.I
n
Ghana,majoratt
emptsatref
ormstookplaceI1960,
1974,
1990,2002and2006.
•The uni
ver
sit
y pr
imar
y educat
ion i
n Ghana was
i
mpl ement
edunderDr.KwameNkr umah,thepr
esi
dentat
thatti
me.Thi
sbroughtabouttui
ti
onfreeandcompul
sory
educati
onatt
heelementar
yschooll
evel.
•I
n1974,t
heexper
iment
alj
uni
orsecondar
yschool(
JSS)
programme was i ntr
oduced underKut u Acheampong
who was t he head of st at
e.Thi si nt
roduced new
mat hemati
cs topics int
ot he curr
icul
um att he basi
c
school level. Topics li
ke quadr at
ic functi
ons and
tr
igonometry wer e added t o t he upper basi c
mat hemati
cssy l
labus.
•I
n1987,t
hef
ir
stofsi
xyear
spr
imar
yandt
hreey
ear
sof
j
uni
or secondar
y school educat
ion ref
orm was
i
mplement
edunderJ.
JRawl
ingst
hethenheadofst
ate.
•I
n1990t
hesecondphaseofeducat
ionalr
efor
m under
 Rawli
ngssaw t heintr
oductionofthet hree-
yearSeni or
Secondar ySchoolsy st
em.Thebl uepr i
ntf orther eform
emanat ed f r
om thewor koft heDz obo commi tt
eei n
1973whi chhadsuggest edanewst r
uctureofeducat i
on
comprising6y ear
s’primar y
,3y earsJSS,aswel lasa
new cont entofeducationwi themphasi sonv ocational
and techni calsubj
ectsf orallchildr
en up t oj unior
secondary .
•The 1987 educat
ion r
efor
ms abol
i
shed t
he mi
ddl
e
schools(f
ouryears)
,repl
aceditwi t
ht hr
eey ears’j
uni
or
secondar
y,and reduce seni
orsecondar yf rom seven
yearst ofour years.Pri
mar y and juni
or secondary
combinedtobecomebasi ceducati
on.Ther eformsalso
i
ncludedcomprehensiv
ecurri
cul
um reforms.
•Pr
esi
dentJohn Agy
ekum Kuf
fouri
naugur
ated a 20-
memberpr esi
denti
alCommi tt
eeon
Revi
ewofEducat i
onRef or
msi nGhanaunder
chai
rmanshipofProfessorJophusAnamuah-Mensah,
theVice–Chancell
oroftheUniversi
tyofEducati
on,
Winneba.ThereportwaspresentedinOctober2002.

•Thecommi t
teer ecommendedt hefoll
owing;
•Univer
sal BasicEducat i
onshal lnowbe11y ears, made
upof2y earsKi nder garten,6y earsofPrimar ySchool ,
3yearsofJuni orHi ghSchool .(JHS)
•AfterJHS,st udent smaychooset ogot odi ff
erent
str
eamsatSeni orHi ghSchool ,comprisingGener al
EducationandTechni cal,Vocat i
onalandAgr icult
ur al
andTr aining( TVET)orent erintoanappr enticeship
schemewi thsomesuppor tfrom theGov ernment .
•A new 4y earSHSwi llof ferGener alEducat i
onwi th
el
ectiv
esi nGener alBusi ness,Technical,Vocat ional
andAgr icult
ureopt ionsf orent r
yinTerti
aryi nstit
ution
 ort
hej
obmar
ket
.
•Technical
,Vocat ionalandAgr i
cultur
alInsti
tuti
onswi ll
off
er4-yearcour sesi ncludi
ngt hecoreSHSsubj ect .
•Themedi um ofi nst r
uctioninKi nder
gartenandLower
Pri
mar ywillbeGhanai anlanguageandEngl i
sh.
•Att he basiclev el,emphasi s shal
lbe on Li teracy,
Numer acy,CreativeAr tsandPr oblem Solvi
ngSki l
l
s.
•TeacherTr aining Col l
eges wi llbe upgr aded and
conditi
ons ofser v i
ce oft eachersi mproved,wi t
h
speciali
ncentivesf orteachersinr ur
alareas.

•Met r
opoli
tan, Munici
pal and Di str
ict Assembl i
es
(MMDAs)shal lberesponsi
blefortheinfrastruct
ure,
supervi
sionandmoni tori
ngofbasi candSeni orHigh
Schools.
•A new Nat ionalInspector
ate Board( NI
B)out si
de
GhanaEducat i
onSer v
ice(GES)butundertheMi ni
str
y
ofEducat i
on,ScienceandSpor ts(MOESS)shal lbe
responsi
blef orper i
odicinspecti
on ofBasi c and
SecondarySchoolstoensurequali
tyeducation.
•FreeCompul soryUniversalBasicEducation(FCUBE)
andcostshar i
ngattheSeni orHighandTer t
iaryl
ev el
s
shallbemai ntai
ned.
•Educat i
onalser vi
ces wi llbe wi dened toi nclude
Li
braryand I nf
ormation,Gui dance and Counselli
ng
andDi stri
ctEducati
on.
•ThePr ivateSectorwillbeencour agedtoincreasei t
s
part
icipati
onint heprovi
sionofeducat i
onalservi
ces.
•Greateremphasi s wil
lbe puton I nfor
mat i
on and
 Communi cati
on Technol
ogy(I
CT)and Scienceand
Technology.
•SpecialNeeds Educati
onalwil
lbe improv
ed atal
l
l
evels.(
CitedbyFranci
sMikeEshun,
n.d)
Theemphasi sinallt
hesecaseshasbeenpl acedonef fecti
ve
teachingwher estudent
saretobegi v
en“oppor tunit
yt olearn”
andt eachersaretosetexpectat
ions,t
ime,kindsoft asks,
quest i
ons,accept
ableanswers,andtypesofdi scussionsthatwil
l
i
nf l
uencest udent
s’opport
unit
ytolearn

•Twooft hemosti mpor tantf eat uresoft eachingi nt he

promot ionofconcept ualunder standingar e:
•attendi ngexpl i
cit
lyt oconceptand
•all
owi ng st udent s t o st r
uggl e wi th impor tant
mat hemat ics.
•Explicit at tent i
on t o concept s i nvolves maki ng
connect ions bet ween f act s,pr ocedures and i deas.
Theseconnect i
onscanbemadet hroughex planat ion
oft hemeani ngofapr ocedur e,quest i
onscompar ing
strategi esandsol utionsofpr oblems,not icinghow
onepr obl em i saspeci alcaseofei therremi ndi ng
student soft hemai npoi nt ,discussi nghow l essons
connect , andsoon.
•Deliber ate,pr oduct ive st ruggle wi th mat hemat i
cal
i
deasr ef erst ot hef actt hatwhenst udentsex erts
effortwi thi mpor tantmat hemat icalideas,ev eni fthis
struggl ei nit
iallyi nv olv
esconf usion and er rors,t he
endr esul tsi sgr eat erlear ning.Thi shasbeenshown
tobet r
uewhet hert hest ruggl ei sduet ochal lenging,
wel l– i mpl ement ed t eachi ng,or due t of aul t
y
teachi ngt hest udent smustst r
uggl et omakesenseof .
•Ther eformsal so stressf ormat iveassessmentas
oneoft hebestway stoboostst udent ’sachievement,
student ’s engagement and t eacher pr of essi
onal
sati
sf action.Cont i
nuous assessment( CA)concept
washi ghlightedandt hiswasl aterchangedt oSchool -
Based Assessment( SBA).Ef f
ect i
v eassessmenti s
based on cl arif
y i
ng what st udent s shoul d now,
creatingappr opri
at eacti
viti
est oobt aintheev idence
needed,gi vinggoodf eedback,encour agingst udents
totakecont roloft hei
rlearni
ngandl etti
ngstudent sto
ber esour cesf oroneanot her.
•Student sbenef i
tfrom feedback.Ther ehasal sobeen
theuseofpeer -assi
sted learning,expl ici
tt eaching
withv isualai ds and I CT,inst ruction inf
or med by
format iveassessmentandencour agingst udentst o
thi
nkal oud.

•Exer
cise
•I
dent
if
y and expl
aint
he t
wo f
eat
ures of
teachi
ng t
o enhance conceptual
underst
andi
ng.
•Wh ataret
herecommendati
onsoft
heJophus
AnamuahMensahcommi tt
eeoneducational
refor
ms?
SI
RTHI
NKER

CHAPTERFI
VE
 PREPARI
NGTOTEACH
ATTHEPRIMARY/
JHS
SCHOOLLEVEL
I
NTRODUCTI
ON
Weshal lturnourat t
ent i
ont o
howt oeff ecti
v elyimpl ement
theintendedcur r
iculum i n
wayst hatsuppor tst he
eff
ect ive
lear ni
ngofourst udent sand
consistentwi ththest ated
goal sandobj ect i
vesoft he
Ghanamat hemat i
cscur ri
culum.
Thi sispar ti
cul arl
yi mpor tant
asourmaj orroleas
mat hemat ics
teachersi stoensur ethat
student sgett oex per i
encet he
pl annedl ear ningout comesi nthe
mat hemat i
cssot hatt hey
becomemat hemat i
callylit
erate
andusef ul citi
z enswhocan
thinkcr i
ticall
yandcr eativel
y.
I
DENTI FYINGTHELESSON
GOAL/ INSTRUCTI ONALOBJECTI VE

•Teachingofmathematicsinvolves
 opportunit
iesforst
udent
st olear
n
vari
ousconceptskill
sor
procedures,rul
esofconventi
ons

•AccordingtoMartonandTsui
(2004)“l
ear
ningisal
waysthe
acquir
edknowledgeofsomethi
ng

•Thatis,learningisalwaysabout
“
somethi
ng”andourtaskas
t
eacher
sistobri
ngthat“t
hing”i
nto
f
ocusofourst
udents

•Thatsomethingisreferredtoas
theobjectoflearning( Martonand
Tsui,2004)orwhati scommonl y
ref
er r
edtoast hel essongoal .
As t eacher
s ofmat hemat ics,our
taskandmaj orr esponsi bil
ityisto
suppor tthe learning st udents by
enact i
ngtheobj ectofl earning,t
hat
i
swhatweex pectourst udentsto
know ( subj
ectmat t
er )andbeabl e
todo( capabil
it
ye. g.aski l
ltobe
per
for
med)att
heendofi
nst
ruct
ion.

•Theobjectoflearningorlesson
goalst
herefor
erefer
st othecontent
thatst
udentsareexpectedtolearn
andhowt heyareexpectedto
demonstrat
etheirl
earning.

•Inordertobeconvincedthatour
studentshaveactuall
ygraspedwhat
wet aught
,therei
saneedf ort
hem t
o
demonst r
atethatlear
ning.

•Assuch,weshouldnotonlystate
preci
selywhatcont entweexpect
student
st oknowbuthowt hey
shouldexhibitt
hatcompet enceby
taki
ngthev iewsthatlear
ninghas
takenplaceonlywhenast udentis
abletodemonst rat
eanew
competencywhi chwaspr eviousl
y
non-exi
stent.

I
nt heGhanamat hemati
cssyll
abus,
theobjectoflearni
ng–whatwe
expectstudentstoknowandbeabl e
todoiscapt uredinthef
orm of
behavi
or al
changeundert hespeci
fi
c
object
ivescolumn
•Forexample,underthetopic
numberandnumer al,thespeci
fic
objecti
ves1.1.
6intheJHSsy ll
abus
states;
thepupil
swillbeableto
fi
ndpr i
mef act
orsofnatural
number s

•Inthiscasetheobjectoflearningis
acapabil
it
ythatweex pect
student
stodemonstratewhichi
s
beingabl
etofindpr
imenumber s.

•However,undertheteachingand
l
earningacti
vit
ies,
whatst
udents
areexpectedtoknowishowtofind
fact
orsandpr i
menumbersusing
thefactort
ree.

•ENGAGINGINCURRICULUM
ANAYLSI
S

•Inordertoteacheffectively,there
 i
saneedf oryoutoengagedina
curri
culum anal
ysi
s(oranaly
zing
thesyll
abus)pri
ortowr i
ti
ngyour
l
essonnot esandiny our
preparati
onstoteach.

•WMCS(2016)highlightsthe
fol
lowingaskeyquest ionst
o
answerasy ouengagedin
curri
culum andsaysoranalysi
sof
themat hemat i
cssyl
labus

•Theseareasfollows:

•Whatcomesbeforeandafterthis
t
opicint
hesy
ll
abusoft
hecl
assof
i
nter
est?

•Whataspectofthetopicbeing
treat
edweretreatedandi
nthe
previ
ousyearandwi l
lbet
reat
edi
n
thesubsequentyear?
•Whatimportantconnectionsexist
wi
thot
hert
opi
cs?

•ENGAGINGINMATHEMATICAL
ANALYSI
S

•Thevarioustopicsincludedinthe
mathemat i
cssyl
l
abusacrossthe
var
iouslevel
sofeducat
ionare
i
ntendedinthemathematicsacqui
re
t
hesev ari
edsubj
ectmatter

•Sometopicsaremorelikelyto
highl
ightapar ti
cularsubjectmatter
thanothers.Ani mplicat
ionofthisis
thatasamat hemat i
csteacheryou
shouldbei naposi ti
ontodet er
mine
whatsubjectmat t
erisbei ng
emphasi z
edf oreacht opicsothat
youfocusont hat.

•Thatis,knowingwhatthelesson
goalisforanytopicisnot
str
aightf
orward.Youast het eacher
mustknowwhataboutt hetopic
shouldbest r
essediny ourteaching;
i
sitaski l
l,
aconceptora
general
izati
on?Orisitabouta
mathemat i
calhabitsuchast hinking
l
ogicall
yorlookingforpatterns?
Knowi ngwhataboutt hemat hemat i
cs
topictoteachandhowt oteachi tsothat
i
tisi nli
newi t
hthegeneralaimsand
objectiv
esofmat hematicssy l
labus
requiresthatyouengageina
mat hemat i
calanal
ysi
s.

•WMCS(2016)identifiedthree
quest
ionst
hatshoul
dguideyour
workasateacherwhoi
sengagein
amathematical
anal
ysi
s.Thesear
e
asfol
lows:

•Whatarethekeymathematical
i
deasoft
het
opi
cst
obet
reat
ed?

•Whatdifferentrepresentationwill
y
ouuse?

•Whatimportantconnectionsexist
wi
thot
hert
opi
cs?
FACTORSTOCONSIDERI
N
CHOOSINGEXAMPLESANDTASKS
•Basicallytheprocessofdecidingon
t
hel
essonobj
ect
iveisknownast
he
mat
hemati
cal
anal
y si
s.

•Duringthemathematicalanalysis
processyouastheteachershoul
dask
yoursel
fwhatkeymathemat i
cali
dea
youwantstudentst
ol ear
n.

•Onceyouareclearaboutthe
mat hemati
cal i
deay ouwantstudent
s
toknowandwhatt heyshoulddowi th
thei
rnewl earni
ng,thenextdecisi
on
yout akei
showt osustai
nstudents’
i
nterestintheteachingl
earni
ng
process.

•Sustainingstudents’interest,however,
requir
est haty out hinkcaref
ull
yabout
thekindofex ampl esy ouchooseand
theassoci atedt asks.Thisisbecause
theex ampl esandt heaccompany i
ng
tasksser veasmeansf orst
udentsto
graspt hesubj ectmat teryouare
teaching.
I
nchoosingexamplest
oexemplifya
mathemati
calsubj
ectmat
teriti
s
i
mpor t
anttoconsi
dert
hefol
lowing
quest
ions
•Howwilltheexamplesenable
studentstomaket henecessar
y
generali
zati
ontherebyavoi
ding
overgeneral
izat
ion?

•Inwhichsequencewilltheexample
begiven?Ar egoingt ostar
tfr
om
simpletocompl exorv i
cev er
sa?
Areyougoi ngtointroducethe
conceptwithapr oblem andteach
themat hematicalconceptthr
ough
theproblem?
Examplesoft asksar e;

•1.Carryoutknownoperations,e.g.
f
actor
ize,
sol
ve,
findanangl
e
measure.

•2.Applyknownskillsorchoosean
appr
opr
iat
epr ocedure,
e.g.cl
assi
fy,
matchr
epresentati
ons,
•3.Applyconcept,make
connecti
ons,
e.g.pr
ove,
solv
emul
ti
-
stepprobl
em (WMCS,2016)

WAYSOFENCOURAGI
NGSTUDENTS
TOPARTICI
PATEI
N
LESSONS

•Inorderforeffectiveimplementation
oft hecurri
culum youasat eacher
shouldseet hestudentsasbei ngat
thecent reofall
yourdeci si
on-making
process.Effecti
veteaching,theref
ore,
revolvesaroundwhaty oudoi n
translat
ingtheintendedcurricul
um
totheenact edcurricul
um.

•Thisencompasseshowyouselect
exampl esandt heiraccompanyt asks,
provideopportuni t
iestodeepent heir
mat hemat i
calunder standingthrough
meani ngmaki ngandf orming
connect i
onsamongconcept s,and
offerstudentsoppor tuniti
est o
contribut
emeani ngfull
ytot he
cl
assr oom conv ersati
ons
•Effectivemathematicsteaching
engagesstudentsindi
scourseto
advancethemat hemat
icall
earni
ng
ofthewholeclass

•Thediscourseinthemathematics
cl
assroom givesstudents
opportuni
ti
estoshar eideasand
cl
arif
yunderstandings,constr
uct
convi
ncingargument sregarding
whyandhowt hingswor k,devel
op
alanguageforex pressi
ng
mathemat i
calideas,andlearnto
seethingfr
om ot herperspecti
ves.

•Byinvitingstudentstotalkinyour
classroom y ouar einabet ter
positi
ont odi recttheirlearning
towardsat t
ainingy ourst at
ed
objectiv
esbycl ari
fy i
ngt heirideas
andbui ldingonwhatt heyHer ear
e
somest rategiessuggest edbyRey s,
etal (
2009)y oucanusei ny our
 cl
assroom t
opr
omoteanef
fect
ive
mathemati
csdi
scour
sei
nyour
cl
assroom:
•Showyourstudentsthatyouexpect
them tocommuni cat etheirthi
nkingto
youandot hers.Thatcal l
sf orcr
eatinga
classroom whereex plai
ningand
j
ust i
fyi
nganswer sisthenor m.

•Makesureyourmathematicsclassisa
saf
espacef orstudentstoconject ur
e
andmakemi stakes.Student
sshoul d
l
earnt hatmakingmi st
akesispar tofthe
l
earningprocess.Assuch, nothing
anyonesay sordoesi sunaccept able.

•Poseproblemsandassigntasksthat
encouragey ourstudentstotalkabout
theirmathemat i
calthi
nkingaswel last
o
l
istenandr espondtoot herstudent
s’
i
deas

•Explicitlyteachmathematicsvocabulary.
Thatis,si
ncemathemat i
csisa
l
anguagei ti
simportantt
odef i
nedwhat
thesewordsmeanespeci al
lyforwords
thatareal
sousedinourev ery
day
acti
vit
ies,
product
,refl
ect
ion,t
able,
take
away ,
etc

MEETI
NGTHENEEDSOF
 ALLSTUDENTS

•Waysthatyoucanmeetthediverse
needsofst udentsinyour
classroom.NTCM ( 2014)out
li
nes
sixguidingpri
ncipl
esforschool
mat hematicswhichareexpected
toinform deci
sionsaboutthe
teachingandlearni
ngof
mat hematics.

•Theseareasfollows;
•1.Teachingandlearning
•2.Accessandequity
•3.Curriculum
•4.Toolsandtechnology
•5.Assessment
•6.Professionalism
Herearesomestrategiestousein
ordert
oteacheffect
ivelyadapt
ed
fr
om Reys,etal
(2009)1
•1.Connectmathematicalcontentto
otheraspectsofli
fe,i
ncl
udingar t
,
l
iter
ature,
technology,
andgames
thathel
pst udent
sappreci
atet he
useful
nessofwhatt heyarelearni
ng.

•2.Engagestudentsinmathematical
acti
vi
ti
esthatconnectthei
rcul
tur
al
backgr
oundandt hei
rimmediat
e
surr
oundi
ngs.

•3.Teachinwaythatcontextualizes
l
anguages.Amani pul
ati
veorgraphi
c
organizermayhelpstudent
sconnect
oldandnewknowl edgeandmake
yourinstruct
ionsmoremeaningful
.

•4.Useteachingstrategiesand
groupingsthatreducet heanx i
etyof
students.Thati
s, r
atherthanl abel
ing
somest udentsasbei ngst upi
dornot
capableofdoingmat hemat i
csy ou
shouldratherencouraget hem

•5.Assignactivitiesinthe
cl
assroom thatoff
erstudent
s
opport
uni
tiesforacti
ve
i
nvolv
ement .Useofmani pul
ati
ves
andevery
dayobj ect
scanbr i
ng
meaningtoaconcept .Si
nce
 student slearndiff
erent
lytheuseof
mani pulativ
eswi l
lsupportthe
l
ear ni
ngofst udentswhoknowhow
toexpr esst hei
runderst
anding
throught hismeansbutnotor all
y.

•6.Adoptvariedmodesor
repr
esentingt hesame
mathemat icalideaandoffervar
ied
supporttost udentsbasedupon
thei
rlevel
ofmathemat icssophist
icati
on
ENDOFCHAPTER
FI
VE

SI
R
THI
NKER
CHAPTERSI
X
 CURRI
CULUM DESI
GN
THEORY
WAYSOFAPPROACHING
CURRI
CULUM THEORY
I
NTRODUCTI
ON

•Thei deaofcur ri
cul um ishar dlynew
–butt hewayweunder standand
theor i
zei thasal ter edov ert hey ears
-andt hereremai nsconsi der able
disput east omeani ng.Ausef ul
startingpoi ntforusher emi ghtbe
thedef i
niti
onof f
er edbyJohnKer r
andt akenupbyVi cKel l
yi nhi s
standar dwor kont hesubj ect.
•Kerrdef inescur r
icul um as, ‘Allthe
l
ear ningwhi chispl annedand
guidedbyt heschool ,whet heri tis
carriedoni ngr oupsori ndi vi
dual l
y,
i
nsideorout sidet heschool (Kelly
,
1983) .Thisgi vesussomebasi sto
mov eon-andf ort hemomental l
weneedt odoi st ohi ghli
ghtt woof
thekeyf eatures:
Learni
ngi spl
annedandguided,we
havetospecifyi
nadvancewhatwe
areseekingtoachi
eveandhowwe
aretogoaboutit.Wearegoingto
l
ookatf ourmainswaysof
approachingcur
ri
cul
um theoryand
practi
ce.

•Curr
iculum asabodyofknowl
edge
tobetransmitt
ed
.
•Curr
iculum asanatt
empttoachi
eve
cer
tainendsinstudent
s–product
.

•Cur
ri
cul
um aspr
ocess.

•Cur
ri
cul
um aspr
axi
s.

Cur
ri
culum asaBodyofKnowl
edget
o
bet
ransmitted

•Manypeopl
est
il
lequat
eacur
ri
cul
um
withasy l
l
abus.Tot
hem i
tis
connectedwit
hcoursesl
eadi
ngt
o
examinati
ons
•Anappr
oacht
ocur
ri
cul
um t
heor
yand
pract i
cewhi chfocusesonsy l
labusi s
onlyr eal l
yconcer nedwi thcont ent.
Thus, peopl ewhost il
lequat e
curricul um withasy ll
abusar el i
kelyto
l
imi tthei rplanni
ngt oaconsi der ation
oft hecont entorthebodyof
knowl edget hattheywi shorneedt obe
transmi tt
ed.
•“i
tisal sobecauset hi
sv iewof
curricul um hasbeenadopt ed
thatmanyt eachersinpr i
mar yschool s’,
accor di ngtoKel l
y(1985)cl aims, ‘
have
regar dedi ssuesofcur ricul
um asofno
concer nt othem, si
ncet othem, their
taski sbei ngabl etotransmi tbodi esof
knowl edget ostudentsi nanef ficient
mannerast heycan.
•

Cur
ri
cul
um asaPr
oduct
•The domi nantmodes ofdescr ibi
ng
and managi ng education aret oday
couched i n the pr oductive form.
Educati
on is mostof ten seen as a
techni
calex er
cise.Objecti
vesar eset,
aplandr awnupandt henappl i
ed,and
theoutcomes( product)measur ed
•Consequent ly
,t hecur riculum hast o
givedet ailedat tentiont owhatpeopl e
neededt oknow i nor dert owork,l
ive
thei
rl i
v esandsoon.
•Itist hi sappr oacht hatbr oughtthe
i
dea t hatt he obj ectives seti nt he
curriculum mustbest artedmustbe
statedi ni temsofst udent s.“Si
ncethe
realpur poseofeducat ioni stobring
about si gnif
icant changes i n the
student s” pat ter ns of behav i
or,it
becomesi mpor tantt or ecognizethat
anyst at ement sofobj ect i
vesoft he
schoolbeast at ementofchangest o
takepl aceont hest udent s.

Cur
ri
cul
um asaPr
ocess

•Anot
her way of l
ooki
ng at
curri
culum t heoryand pr acti
ce is
through process. I n this sense
curri
culum isnotaphy sicalthi
ng,
but r ather t he inter
act i
ons of
teachers,studentsandknowl edge.
Inot herwor ds,cur
ricul
um i swhat
actuallyhappensi nt heclassroom
andwhatpeopl edotopr epareand
evaluate
•Whatwehav
eint
hismodeli
sa
numberofel ement
sin const ant
i
nteraction.Itisanact
ivepr ocess
andlinkswi t
ht hepr
act
icalform of
reasoningsetoutbyAri
stotl
e.

Cur
ri
cul
um asPr
axi
s

•Curri
cul um aspr axisisa
developmentoft hepr ocessmodel .
Whi l
et hepr ocessmodel isdriv
en
bygener al principlesandpl acesan
emphasi sonj udgmentand
meani ngmaki ng, i
tdoesnotmake
expli
citst at ement saboutt he
i
nteresti tser v es
•Thepr ax ismodel ofcur riculum
theoryandpr act icebr i
ngst heseto
thecent eroft hepr ocessand
makesanex plicitcommi tmentto
emanci pat i
on.Thusact ioni snot
simplyi nf ormed, i
tisal so
commi tted.I tispr axis.
•Inthisappr oach, t
hecur ri
culum
i
tselfdev elopst hrought hedy namic
i
nteract i
onofact ionandr efl
ecti
on
MODELSOFCURRI
CULUM THEORY

•Curri
culum Model
•Acur r
iculum model isconsi der
edto
bethepr oposal ofthev ari
ous
proponent softhecur r
iculum asto
whatf orm acurricul
um t akes.I
n
otherwor ds,i
tisaconcept ual
fr
amewor kofwhatt hereal
curri
culum shouldbe.

•Weshalldi
scussTyl
er’
smodel
whichi
sconsider
edasthekey
modelandthreeot
hersdev
eloped
ar
oundthismodel.

Ty
lerModel

•
Befor
eTy l
er(1946)outl
inedhismodel
byaskingfourfundamentalquest
ions
andresponsesguidedthedesigni
ngof
hi
smodel .Thefoll
owingarethe
quest
ionsheasked.
•
Whateducat
ional
purposeshoul
dthe
school
seektoatt
ain?

•
Whateducati
onalexperi
encest
hatcan
beprovi
dedthatareli
kel
ytoatt
ain
thesepur
poses?

•
Howcant heseeducat
ional
exper
iencesbeeff
ecti
velyor
gani
zed?

•
Howcanwedeterminewhetherthese
desi
rabl
epur
posesarebei
ngattained?

The abov e four fundamental

questionsrai
sedbyTy lercanbe
tr
ansf or
medi ntoasimpl efour-
steps pr ocess by whi ch a
curri
culum i s pl anned and
developed:

•
St
atementofobj
ect
ives
•
Sel
ect
ionofl
ear
ningexper
iences
•
Organi
zati
onofl
ear
ning
experi
ences
•
Ev
aluat
ion
•
Tylersuggestedmet hodsf or
studyi
ngt hesequest i
on, butmade
noat t
empt stoanswert hem si
nce
theanswer swi l
lv ar
yt osome
extentfr
om onel evelofeducat i
on
toanothertoanot herandf rom one
school t
oanot her.Themodel i
s
l
inear,star
tingfrom obj ectiv
esand
endingwi t
hev aluation.

OBJECTI
VES

•
Obj ecti
ves”ist hemostcr ucialstepin
thismodel sinceal ltheotherspr oceed
from, andar est atementofobj ect i
ves.
Becauseoft heemphasi son
object i
ves,thismodel i
ssomet imes
referredtoast he“ objecti
ves”model
andi sapr ototy peofal lother
subsequentmodel s

•
Educat
ional
object
ivesr
epr
esentthe
ki
ndsofchangesinbehavi
orthatt
he
school
seekstobri
ngaboutinthe
 pupil
s.Also,theschoolissupposedto
preparetheyout hforl
if
ei nt
hesociet
y,
andthereforetheschool cur
ri
culum
shouldcloselyrefl
ectwhatgoesoni n
thesocietyoutsidetheschool.

Cr
it
ical
Obser
vat
ionofTy
ler
’sModel

•
Iti
sli
nearst
art
ingf
rom obj
ect
ives
andendi
ngwi
thev
aluat
ion
•
Itcompr
isesoff
ourel
ement
s-
object
ives,
learni
ngexperi
ences,
fol
lowedbyor gani
zat
ionoflearni
ng
experi
encesandev al
uati
on.

•
Theobj
ect
ivei
ssel
ect
edt
hrough
phi
losophyand
psy
chological
scr
eeni
ng

•
Theobj
ect
ivei
sst
atedf
ir
stbef
ore
sel
ect
ingl
earningexper
iences,
fol
l
owedbyt heorgani
zati
onof
l
earni
ngexperi
encesthenevaluat
ion.

•
Al
lact
ivi
ti
esar
etobeor
gani
sed
sequent
ial
l
y,

•
Eval
uat
ioni
stobedet
ermi
newhet
her
theobject
iveshavebeenachi
eved
anditcomesonl yatt
heend.
Cr
it
ici
sm ofTy
ler
’sModel

•
Thef
oll
owi
ngar
esomecr
it
ici
sms
ofTy
ler
’smodel

•
Iti
stoosi
mpl
i
sti
cthi
sisbecause
evaluati
onisonlydoneatt heend
stageoft heprocess.The
i
mpl icat
ionisthatanyproblem
detectedinthecurri
culum planning
cannotber ecti
fi
edt i
l
lthelaststage
whenev aluati
onwi l
lbedone.

•
Themodel
depi
ctt
hatt
he
curr
icul
um processisstati
cbutnot
conti
nuous.Thisshouldnotbethe
case.Curr
icul
um processmustbe
conti
nuous,evol
vingsystem or
dynamics.
•
Tyl
er’
smodel
doesnotshow
adequatel
yint
eract
ionorinter
rel
atednessofthestages.Each
stageisconsi
deredinisol
ation
becausetheyareli
near.
 •
Eval
uat
ioncomesonl
yatt
heendof
t
hest
ages.

Someothermodel
sforcur
ri
cul
um
desi
gn

•
Tr
adi
ti
onal
cur
ri
cul
athoughthas
oper
atedar
oundf
ourbasi
ctasks

•
Thef
ormul
ati
onofeducat
ional
obj
ect
ives,

•
Thesel
ect
ionofl
ear
ningex
per
iences,

•
Theor
gani
zat
ionofl
ear
ning
ex
per
iences,

•
Eval
uat
ion

Taba’
sModel
Taba’
s,(
1962)per
cei
vest
he
curri
culum ascont ai
ningcertai
nbasi
c
el
ement s.Theseincl
udeai msand
objecti
ves, cont
ent,l
earning
experi
encesandev al
uation

•
Hil
daTabahaspr
oposedasev
en–
phasemodel forcur
ri
cul
um
developmentandthi
sconsi
stsof
thefoll
owing:
•
Diagnosisofneeds

•
Formulateofobjectives

•
Select
ionofcont ent

•
Organizati
onofcont ent

•
Select
ionoflearningexperi
ence

•
Organizati
onoflearningexper
ience

•
Determinati
onofwhatt oeval
uate
andt
heway
sofdoi
ngi
t.

ThestepsproposedbyTaba’smodel
canbereducedtofourasindi
cat
edin
thedi
agram bel
ow
 Obj
ect
ive
s

Eval
uat
io Lear
ni
n exper
i

Cont
ent

Di
ff
erencesbet
weenTy
ler
’sandTaba’
s
model

•
Taba’
smodel
hassev
enphasesbut
Ty
lerhasf
our
.

•
Taba’
smodel
ismor
e
compr
ehensi
vet
hant
hatofTy
ler

•
Tyl
ershowswher
eobj
ect
iveshav
e
beenderi
vedfr
om whi
chi
snoti
n
thecaseofTaba

•
Thef
ir
stphaseofTaba’
smodel
deal
swi
thdi
agnost
icofneeds
 whilesthatofTyl
erstart
swiththe
specifi
cati
onofobjecti
vesCrit
ici
sm
ofTaba’sModel
Taba’ smodel hasbeencrit
ici
zedon
thef oll
owinggrounds:

•
Iti
sli
nearbutcy
cli
cal

•
Eval
uat
ioni
sonl
yatt
hel
astphase
oft
hecur
ri
cul
um.

•
Ther
eisnoi
nter
dependencyamong
t
hev
ari
ouscomponent
s.

•
Itdoesnoti
ndi
cat
ethecr
it
eri
afor
sel
ect
ingobj
ecti
ves,cont
entand
l
earni
ngexper
ience
Ker
r’
sModel
•Kerrdividedthedomainofcurriculum i
nto
fourareas:objecti
ves,
knowledge,school
l
earningexper i
encesandevaluation.A
simpli
fiedversionofKerr
’smodel of
curr
iculum designisbel
ow
 I
.Obj
ect
ives 4.Ev
aluat
ion

2.Knowl
edge 3.Schooll
ear
experi
ence

•Mai
nCr
it
ici
smsagai
nstKer
r’
s
Model
•Tannerandt annerhavecri
ti
cized
Kerr’
smodel thatthemodelhasno
phil
osophicalbasebecausethey
arguethatphil
osophyisthemai n
sourceintheselecti
onofobjecti
ves.

WHEELER’
SCURRI
CULUM MODEL

•Wheel
er’
scur
ri
cul
um model
is
cycli
cali
nnatur
eandi tisan
i
mpr ovementonTy l
er’sModel
whichhasbeencr i
ti
cizedastoo
si
mpl i
sti
c.
•Wh eel
er’
smodel curr
icul
um hasfi
ve
phasesasfoll
ows:
•PhaseI
:Ai
ms,
Goal
sandObj
ect
ives
•PhaseI
I:Sel
ect
ionofLear
ning
Exper
iences
•PhaseIII
: Selecti
onofContent
•PhaseIV: Organizati
onand
Int
egr
ationofLear ni
ngExperi
ences
andCont ent
•PhaseV: Ev aluat
ion

Aims,goa l
sand
object
ives

Selecti
ono
Ev
a l
uat
ion
l
earning
experience

Organiz
a t
ionand
i
ntegrat
ionofl
e ar
ning Sel
ect
ionofc
experi
enceand
cont
ent

Di
ff
erencesbet
weenWheel
er’
sand
 Ty
ler
’sModel
Thef ol
lowi
nghavebeeni
denti
fi
edassome
diff
erencesbetweenWheel
erandTyleri
n
thei
rmodel s.

•Wheel
erhasf
ivephasesbutTy
lerhas
f
our

•Wheel
er’
smodel
iscy
cli
cali
nnat
ure,
wher
easTy
ler
’smodel
isl
i
near

•Wheel
er’
smodel
shows
i
nt er
rel
at ednessamongt hev ari
ous
phases, unli
keTy l
er’smodel wher e
thev ar
iouscomponent sarenot
i
nt er
rel
at ed
•Evaluati
oni nt heWheel er’
smodel is
nottermi nal.Findingsform ev al
uati
on
arefedbacki ntot heobjecti
vesand
thegoal s,whichi nfl
uenceot her
stages.

CHAPTERSEVEN
ASSESSMENTINCURRI CULUM ANDPREPARI NGTO
TEACHJHS
MATHEMATI CS
INTRODUCTI ON
Wehavedi
scussedthatthecur
ricul
um hasf
our
 components.Theseare:
Goal
s–t hebenchmarksorexpectati
onsf ort
eachi
ng
andlear
ningoft
enmadeexpl ici
tintheform ofascope
andsequenceofskill
stobeaddr essed

Met
hods–t hespeci
fi
cinstr
ucti
onalmethods
f
ort
heteacher,of
tendescr
ibedinthet
eacher
lear
neracti
vi
ties.

Mat
eri
als–t hemediaandtool
sthatar
eused
f
ort
eachingandl
earni
ngand

Assessment–t hereasonsforandmet
hodsof
measuri
ngstudentprogress

ASSESSMENTANDEVALUATION
COMPONENTINCURRICULUM

•
EVALUATI
ON
•
Evaluati
oninvol
vesmaki ng
j
udgment sonthemat hematical
teachingandlearni
ngwhi chtakes
placeintheschoolont he
suitabi
li
tyofthecurr
iculum and
syll
abusandhowappr opriat
elyand
 ef
fect
ivelyt
eachi
ngandl
ear
ning
ar
ecarriedout
.
•
I
texami
nest
hepr
ovi
sionmadef
or
teachi
ngandl ear ningmat hemat ics
andenablesindependent
Educatorstodet ermi netheex t
ent
towhichthelear ningex periences,
asdev el
opedandor ganised, ar
e
actual
lyproducingt herequired
resul
ts.
•
Evaluati
ondealswi t
hquant i
tat
ive
andqual i
tat
ivecharacteristi
csof
eventsorattri
butes.Thepur pose
ofev al
uati
onisforimpr ov ement
upont heteachi
ngandl earning
processes.

Threestepsar
efoll
owedi
n
evaluat
ionpr
ocess:

•
Col
l
ect
ionofi
nfor
mat
ion
•
Anal
ysi
sofi
nfor
mat
ion

•
Usi
ngt
her
esul
ttomakedeci
sion
(
judgment
)
COMPONENTSOF
EVALUATI ON
I
nt heprocessofeval
uat
ionli
e
assessment,measurementandt
est

•
ASSESSMENT
•
Assessmentisapr ocessofcollect
ing
andevaluati
nginf
ormat ionabout
l
earnersandusingtheinf or
mationto
makedeci si
onstoimpr ovethei
r
l
earni
ng.
•
Inot
herwords,
itistheprocessof
measuri
ngknowledge,ski
ll
s,abi
li
ti
es
andatt
it
udesanddocument ingsame.
•
Inthi
scurr
icul
um, i
tissuggest
edt
hat
assessmentisusedtopromote
 l
ear ni
ng.Itspurposeist oidentif
yt he
strengthsandweaknessesofl earners
toenabl eteacher
st oascer t
ainthei r
l
ear ner’
sresponset oinstr
uctionand
alsoenablest heteachertomake
statementaboutachi ld’s
under st
andingorlearningof
mat hematics.

WHYDOWEASSESS?

•
Weassess:

•
1.Forgr
adi
ngpur
poses
•
2.Tost
imul
ateaheal
thy
compet
it
ionamongpupi
l
s
•
3.Topr
ovi
demot
ivat
ion
•
4.Fordi
agnost
icandgui
dance
pur
poses
•
5.Forsel
ect
ionandpr
edi
cti
on
•
6.Toev
aluat
epr
ocedur
eswher
e
teachi
ngandl
ear
ningcanbe
modi f
ied.
•

WHATTOASSESS:Thi sis based

on l ear
ning obj
ect
ives. The
knowledge,ski
ll
sand val
uesthat
teachers wanttoimparttot he
l
earners.

.
•HOW TOASSESS:

•
Assessmenti sdonebef ore,
during
andafterteachi
ngt hr
oughv erball
y
andwritt
enex erci
ses,tests,
quizzes,
assi
gnment s,proj
ects,etc.

•
Assessmentisbot
hformati
veand
summat i
ve.For
mati
veassessmentis
vi
ewedint er
msofassessmentas
l
earni
ngandassessmentforlear
ning
•
Assessmentasl
ear
ning:
•
Assessmentasl ear ning
rel
at est oengagi ngl ear ner sto
refl
ectont heexpect ationsof
theirlearni ng.I nf or mat i
ont hat
l
ear ner spr ov idet het eacher
formst hebasi sf orr efini
ng
teachi ng-lear ningst rategies.
Lear nersar eassi stedt oplay
theirr ol
esandt ot ake
responsi bi l
ityoft heirown
l
ear ningt oi mpr ov e
perfor mance.Lear ner sset
theirowngoal sandmoni tor
theirpr ogr ess.
Assessmentf orl ear ning:I tisan
appr oachusedt omoni tor
l
ear ner ’
spr ogr essand
achiev ement .Thi soccur s
throughoutt hel ear ningpr ocess.
Thet eacherempl oy s
assessmentf orl ear ningt oseek
andi nt erpretev idencewhi ch
ser v
esast i
mel yf eedbackt o
refi
net hei
rteachingstrategi
es
andi mprovelearners’
performance.Lear nersbecome
acti
v el
yinvolvedinthel ear
ning
processandgai nconf idencein
whatt heyareexpect edt ol
earn.
•
Assessmentofl
ear
ni Thi
ng: sis
summat iveassessment .I t
descri
best helevell
earners
haveattainedinthelearning,
whattheyknowandcando
overaper iodoftime.The
emphasi sistoev al
uatethe
l
earner’
scumul at
iveprogress
andachiev ement.

•
MODESOFASSESSMENT

•
For
mal
andI
nfor
mal
Assessment
•
For
mat
iveandSummat
ive
Assessment
•
Subj
ect
iveandObj
ect
ive
Assessment
•
Conv
ergentandDi
ver
gent
Assessment
•
Nor
m-r
efer
encedandCr
it
eri
a-
r
efer
encedAssessment
•
Cont
inuousandTer
minal
Assessment
•
Obser
vat
ion•Pr
ojectwor
ket
c.

ASSESSMENT
COMPONENT IN
CURRICULUM
Somet echni
quesy
ouuse
i
n assessi ng students’
l
ear ni
ng wi
thaf ocus on
how t o sel
ect good
questions and r el
ated
tasks

•
VandeWal l
eidenti
fi
essome
characterist
icsoftasksbased
upont heircognit
ivedemand
whichar easf ol
lows:

•
1.Wor
thwhi
l
etaskshoul
dhav
e
hi
ghcogni
ti
vedemand
•
2.Mul
ti
plyent
ryandexi
st
poi
nts.
•
3.Rel
evantCont
ext
s
Reys,etal
.(2009)identi
fyt
he
fol
lowingcharact
erist
icsofgood
assessmenttasks.
Goodt
asks:

•
ar
eof
tenaut
hent
ici
nthatt
hey
comef r
om t
hest
udent
s’
envi
ronment
.
•
ar
echal
l
engi
ngy
etwi
thi
nst
udent
s’
r
each.
•
(
sti
mul
ate)t
hest
udent
s’cur
iosi
ty.
•
encour
agest
udent
stomakesense
ofmat
hemat
ical
ideas.
•
encour
agemul
ti
pleper
spect
ives
andint
err
elat
edmat
hemat
ical
i
deas.
•
nestski
l
ldev
elopmenti
nthe
cont
extofpr
obl
em sol
vi
ng
CURRI
CULUM ANDMATHEMATICAL
ANAYLSESFORASLECTEDTOPIC
I
NALGEBRA
Asdi scussedear l
ieront hehowof
teaching,thati
s, t
hemet hodsofteachi
ng
mat hemat i
cs,assuch, ourfocusisto
l
earnway sofpr epari
ngbet terf
or
teachingbyengagi ngi
nbot hcurri
culum
andmat hematicalanalysis.

At eachermusti nteractwiththe
mat hemat i
cssy llabuscriti
cal
lybyaski ng
yourselfacoupl eofquest i
onssot hatyou
cant eachthest rands( sub-st
rands)
containedint hesy ll
abussucht hatit
buil
dsonanddeepensst udents’
mat hemat i
cal understanding.Thatal so
meanst hatthemer efactthaty ouhav e
beengi venasy l
labust otechdoesnot
meant hatyouhav enopr eparationsto
make

Weshal ll
earnhowt oengagei nbot h
curri
culum andmat hemat ical
analysesusi ngsomesel ectedtopics
i
nt hepr i
mar yschool mat hemat i
cs
syll
abus.Speci fi
cal
ly,weshal l
take
thetopic,algebratounder st
andhow
toengagei nbot hcurriculum and
mat hemat i
calanalysis.
• Whatcomesbefor
eandaf t
erthi
stopi
cinthe
sy
ll
abusoft
hecl
assofi
nter
est
?
•
Whataspectoft
het
opi
cisbeent
reat
edwer
e
t
reat
edintheprevi
ousyearandwi
l
lbet
reat
ed
i
nthesubsequenty
ear?and

•
What pre-
knowledge can be r eal
i
sti
cal
ly
assumed?Inor dertoteachAl gebr
awhi chis
thesecondstrandatthepri
mar yschoolBS4,
it
i
simpor t
antthatyouastheteacherknow.

SI
RTHI
NKER