Mathematics Curriculum Review by Advancing the Use of Learning Design Map and Subjects Classification

Maman Fathurrohman, Anne Porter, Annette Worthy, Rosni Abdullah, Supriyanto Supriyanto, Aan Subhan Pamungkas

Abstract


Curriculum review is a long process. Typically, the people responsible for these activities are one or two people (coordinators) who are responsible for this and it can be burdensome. Authors propose a new computer-based method for mathematics curriculum review by advancing the use of Learning Designs Maps (LDMaps). The LDMaps have already been developed by authors to document expected mathematics teaching and learning experiences as expected by curriculum. The proposed method can disperse the process allowing the responsible coordinators to conduct the simple task of collating available LDMaps for the review. In this paper, an example of mathematics curriculum review in counting mathematics subjects classification entries is presented.

Keywords


mathematics curriculum; curriculum review; learning design map; mathematics subjects classification

Full Text:

PDF

References


Davis, E. (1981). Teachers as Curriculum Evaluators. Sydney: George Allen & Unwin Australia Pty Ltd.

Dressel, P. L. (1965). The need for curriculum review: courses, qualities, and costs. Journal of Higher Education 36(8), 443–448.

Fathurrohman, M., Porter, A., and Worthy, A., L. (2012). Maps of Learning De-signs for Teachers in Developing Countries to document and share mathematical teaching and learning experiences. The 12th International Congress on Mathematical Education (ICME-12), Seoul, South Korea.

Hill, H., C., and Charalambous, C., Y., (2012). Teacher knowledge, curriculum ma-terials, and quality of instruction: Lesson learned and open issues, Journal of Curriculum Studies, 44(4), 559-576.

Kallick, B. & Colosimo, J. (2009). Using Curriculum Mapping and Assessment Data to Improve Learning. Thousand Oaks, California: Corwin Press

Lee, P., Y (2010). Designing a mathematics curriculum. Journal on Mathematics Education 1(1), 1-10.

Matthews, K. E., Adams, P., and Goos, M. (2009). Putting it into perspective: mathematics in the undergraduate science curriculum. International Journal of Mathematical Education in Science and Technology 40 (7), 891-902.

McKenney, S. (2008). Shaping computer-based support for curriculum developer. Computers & Education, 50(1), 248-261.

Naseer, M., S. (2018). Impact of Professional Development Training Curriculum on Practicing Algebra Teachers. International Journal on Emerging Mathematics Education, 2(2), 187-202

Revina, S., and Leung, F., K., S. (2018). Educational Borrowing and Mathematics Curriculum: Realistic Mathematics Education in the Dutch and Indonesian Primary Curriculum. International Journal on Emerging Mathematics Education, 2(1), 1-16

Ross, S., W., Morrison, G., R., Hannafin, R., D., Young, M., Akker, J., Kuiper, W., Richey, R., C., and Klein, J., D. (2008). Research Designs. In Spector, J., M., Merrill, M., D., Merrienboer, J., V., and Driscoll, M., P. (2008). Handbook of Research on Educational Communications and Technology. New York: Routledge.




DOI: http://dx.doi.org/10.12928/ijeme.v3i1.11929

Article Metrics

Abstract view : 106 times
PDF - 65 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


International Journal on Emerging Mathematics Education
Kampus 2 Universitas Ahmad Dahlan
Jalan Pramuka No. 42, Pandeyan, Umbulharjo, Yogyakarta - 55161
Telp. (0274) 563515, ext. 4902; Fax. (0274) 564604, Hp. +6285774991187
Email: ijeme@uad.ac.id


p-ISSN: 2549-4996 | e-ISSN: 2548-5806


This work is licensed under a Creative Commons Attribution 4.0 International License

View IJEME's Stats