Final Assignment: Comparative math Curriculum:
EDCP 342 Final Assignment [James]
Comparative math Curriculum:
Introduction: Math Education in Kenya.
At the time of independence in Kenya (1963), the government adopted the existed western system of education, which was 8-4-2 systems and changed to 7-4-2-3 systems in 1966 Eshiwani, G.S. (1985). Despite richness in the country’s tradition, many changes were required for the modernization of the society. Due to inadequate natural resources in the country, there was mainly need to develop the human resource. Education was therefore seen as an essential resource for economic development in Kenya. The current education system (8-4-4 system) was introduced in Kenya early 1985 with a necessary feature of the curriculum as ‘course of study’ as opposed to the previous system where national textbook was interpreted to be the curriculum. However, the new system forced the increase of secondary school mathematics content that has been a heavy burden to both students and teachers. As a result, there has been a public outcry about the poor performance of mathematics at secondary school level. The main problem of Kenya’s educational system has been that it is career-oriented. Its purpose is certification through the parameter of examinations. The teaching and learning of mathematics in the Kenyan classroom have taken a ritual platform on which the ‘teacher’ talks to the ‘students’ all the time. The ‘students’ are ready to repeat what they received from the teacher in examinations to merit certificate and a job. When they graduate from school, they usually feel a deep sigh of relief and never to return to mathematics again. Instead, there is need to use the mathematics classroom to create a questioning mind throughout life. Mathematics students should grow up with curious and questioning minds. Students should not accept authority without thinking. There should be a constant dialogue between teacher and student. The system, therefore, should be the one in which the teacher is simultaneously a student, and the student is concurrently a teacher. In this direction, education will stand squarely in the way of all economic, intellectual, cultural and political development in Kenya.
BC Mathematics Education:
On the other hand in British Columbia, Mathematics is increasingly vital to the technological society. The teaching of mathematics has mainly focused on activity-based as I witnessed in math fairs. The math curriculum also based on reasoning. Students currently acquire the ability to reason and communicate, to solve problems, and to understand and use mathematics. Development of the skills helps students become numerate. Numeracy is defined as the combination of mathematical knowledge, problem-solving and communication skills required by all persons to function successfully. Numeracy more than knows about numbers and number operations (British Columbia Association of Mathematics Teachers, 1998). Becoming numerate involves developing the ability to explore, conjecture, reason logically, and use a variety of mathematical methods to solve problems. It also consists of the development of self-confidence and the ability to use quantitative and spatial information in problem solving and decision-making. As students develop their numeracy skills and concepts, they grew more confident and motivated in their mathematical explorations. This growth occurs as they learn to enjoy and value mathematics, to think analytically, and to understand and appreciate the role of mathematics in everyday life. The provincial mathematics curriculum emphasizes the development of numeracy skills and concepts and their practical application in higher education and the workplace. The curriculum places emphasis on probability and statistics, reasoning and communication, measurement, and problem-solving. To ensure that students are prepared for the demands of both further education and the workplace, the graduate years of the mathematics curriculum (Grades 10 to 12) help students develop a more sophisticated sense of numeracy. At the same time, the curriculum investigates the creative and aesthetic aspects of mathematics by exploring the connections between math, art, and design.
BC Major Curriculum change
Teachers have expressed concerns about a lack of training and resources to carry out the reforms and some parents are concerned that the new curriculum doesn’t put enough emphasis on the basics, particularly in math (Tracy Sherlock, Vancouver Sun 08.29.2015). She continues to say that, the shift will bring in new methods of assessment that could see traditional report cards and letter grades disappear. A bit further off are new graduation requirements, which could mean the end of every student passing the same basic courses and exams to get a diploma. It is noted that when the graduation requirements change, it’s going to have significant effects on the post-secondary system and how it decides which kids to accept. That’s why the changes are being slowly implemented, and work is being done to include post-secondary schools in the process. From my background, I am interested in learning the reaction of teachers’ parents and all stakeholders to the new curriculum in BC. Education Minister Mike Bernier has been quoted saying that “Personalized learning is at the heart of the changes and teachers will have the time and ability to help kids dig into what interests them. We all know how passionate kids can be when they get into something like music, soccer, or dinosaurs. The new curriculum will give teachers the ability to tap into these passions.” I have so far learned that dinosaurs are games that parents don’t shy about letting their kids play as in the case of our exam-oriented curriculum.
Bernier says teachers will be trained in how to use the new curriculum.
“We’re developing just how we’re going to help teachers train to make the most of the new curriculum, and I expect we’ll have details on exactly how we are going to do that shortly,” Bernier said.
Jan Unwin, a superintendent of graduation and student transitions for the ministry of education, has been heading up the changes. She wants kids to follow their passions, but to make sure they still learn the facts that are necessary to get by in life.
“Having talked to hundreds of graduates, even the ones who get all the scholarships, when you talk to them, they sound more compliant than jazzed about their learning,” Unwin said. “If we keep doing it this way which was built for a different time and a different kind of learner and a different world, what will happen if we do nothing? Will we become irrelevant”? Currently, Kenya is overhauling the curriculum, and such fascinating speech and encouragement are great.
Exam oriented Curriculum in Kenya:
The examination-oriented teaching in Kenya does not help secondary school students to achieve their academic aspirations. As Henry, E. K., Nyaga, V. K., & Oundo, M. B. (2014) put it, teachers concentrate on the cognitive domain; equipping learners with knowledge and theoretical skills through examination-oriented teaching that would enable them to pass examinations instead of providing a holistic educational experience. I have personally seen in my children, students spend much time in academics, leaving them with little or no time to build social skills away from books. Having taught mathematics in a school that performed the best, I witnessed how the students rely on teachers wholly to provide knowledge because learning is teacher-centered. Unfortunately, the students are drilled through past examination papers and assessment tests for them to reproduce the acquired knowledge during national examinations. It means that the primary task of the teacher is to enable students to obtain a good grade at the expense of imparting desired knowledge, skills, values and attitudes. Hence, the learners become passive recipients of knowledge as they only listen to the teacher, or take notes without reading widely for more understanding beyond what is brought to them by their teachers. Therefore, learners may not realize their academic aspiration when teachers fail to provide an appropriate learning environment where students are empowered to take control of their learning.
Mathematics Development in Kenya:
In Kenya, Japan International Cooperation Agency (JICA) has been supporting the Government in the area of In-Service Education and Training (INSET) since 1998 to raise the quality of teaching mathematics and science in primary and secondary schools as teachers lacked opportunities to be capacity-built. It has so far established the Centre for Mathematics Science and Technology Education in Africa (CEMASTEA) and formation of Strengthening Mathematics and Science in Secondary Education (SMASSE). Due to the global policy on industrialization, Kenya has no choice but, to begin changing the mathematics classrooms with a real will to challenge the existing problems Sifuna, D. N., & Kaime, J. G. (2007). The Kenya National Examinations Council (KNEC) has identified inadequate syllabus coverage and practice, inability to master simple and basic concepts as reasons for poor performance.
There has also been a severe implication that poor math performance, is leading to lack of admissions to careers and institutions of higher learning in future. Employers have taken particular interests in this problem and criticized the schools’ inability to teach mathematics well Sifuna, at el (2007). For this reason, parents have begun to send students for hired tuition in mathematics, and students’ interests in classroom teaching have deteriorated. According to the study carried out (UNESCO, 1992) on general issues, a characteristic of teaching method was observed as students worked less by themselves and the teacher served as the sole source of information. There is need to focus on life and work in mathematics classrooms and require the development of very different methods of teaching (Lesson Study recommended by CEMASTEA). The primary target is the teacher because “The teacher is the primary source of instruction in most societies and has been recognized as such by most curricula and forms of classroom organization.” (UNESCO, 1992, p.17) Teachers need to be involved in the actual implementation to cause some change in the mathematics classroom. As a result, the in-service course for secondary school teachers started with the initiative of SMASSE project.
The following are the topics taught in Kenya secondary schools starting. Each lesson lasts 40 minutes.
FORM 1 - KCSE MATHEMATICS SYLLABUS
Natural Numbers (4 Lessons), Factors (4 Lessons), Divisibility Tests: Greatest Common Divisor (GCD)/Highest Common Factor (4 Lessons), Least Common Multiple (L.C.M) (5 Lessons), Integers (12 Lessons), Fractions (12 Lessons), Decimals (12 Lessons), Squares and Square Roots (12 Lessons), Algebraic Expressions (14 Lessons), Rates, Ratio, Percentages and Proportion (18 Lessons), Length (6 Lessons), Area (6 Lessons), Volume and Capacity (6 Lessons), Mass, Density and Weight (4 Lessons), Linear Equations (12 Lessons) ,Commercial Arithmetic (6 Figures (6 Lessons),Geometric Constructions (18 Lessons),Scale Drawing (18 Lessons),Common Solids (18 Lessons)
FORM 2 - KCSE MATHEMATICS SYLLABUS
Cubes and Cube Roots (4 Lessons), Reciprocals (7 Lessons), Indices and Logarithms (18 Lessons), Equations and Straight Lines (12 Lessons), Reflection and Congruence (12 Lessons), Rotation (12 Lessons), Similarity and Enlargement (19 Lessons), Pythagoras Theorem (4 Lessons), Trigonometry (19 Lessons), Area of a Triangle (7 Lessons), Area of Quadrilateral and other Polygons (4 Lessons), Area of Part of a Circle (9 Lessons) Surface Area of Solids (10 Lessons), Volume of Solids (12 Lessons), Quadrilateral Expressions and Equations (12 Lessons), Linear Inequalities (12 Lessons), Linear Motion (10 Lessons), Statistics (20 Lessons), Angle Properties of a Circle (19 Lessons), Vectors (20 Lessons)
FORM 3 - KCSE MATHEMATICS SYLLABUS
Quadratic Expressions (22 Lessons), Approximation and Errors (16 Lessons), Trigonometry (2), SURDS (9 Lessons), Further Logarithms (11 Lessons), Commercial Arithmetic (2) (22 Lessons), Circle Chords and tangents (21 Lessons), Matrices (21 Lessons), Formulae and Variations (21 Lessons), Sequences and Series (21 Lessons) Vectors (2) (24 Lessons), Binomial Expansions (11 Lessons), Probability (22 Lessons) Compound Proportions and Rates of Work (9 Lessons)
FORM IV- KCSE MATHEMATICS SYLLABUS
Matrices and Transformations (21 Lessons), Statistics (2) (27 Lessons), Loci (21 Lessons), Trigonometry (21 Lessons), Three Dimensional Geometry (24 Lessons), Longitudes and Latitudes (21 Lessons), Linear Programming (21 Lessons), Differentiation (19 Lessons), Area Approximation (10 Lessons), Integration (19 Lessons).
New BC Curriculum for Grade 9
Students are expected to be able to do the following: -
• Reasoning and analyzing
• Use logic and patterns to solve puzzles and play games
• Use reasoning and logic to explore, analyze, and apply mathematical ideas
• Estimate reasonably
• Demonstrate and apply mental math strategies
• Use tools or technology to explore and create patterns and relationships, and test conjectures
• Model mathematics in contextualized experiences
• Understanding and solving
• Apply multiple strategies to solve problems in both abstract and contextualized situations
• Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
• Visualize to explore mathematical concepts
• Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
• Communicating and representing
• Use mathematical vocabulary and language to contribute to mathematical discussions
• Explain and justify mathematical ideas and decisions
• Communicate mathematical thinking in many ways
• Represent mathematical ideas in concrete, pictorial, and symbolic forms
• Connecting and reflecting
• Reflect on mathematical thinking
• Connect mathematical concepts with each other and other areas and personal interests
• Use mathematical arguments to support personal choices
• Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts
Grade 10 to 12 BC’s Math Pathway:
Algebra, Financial Mathematics, Geometry, Logical Reasoning, Mathematics Research Projects, Measurements, Numbers, Permutations, Combinations and Binomial Theorem, Probability, Relations and Functions, Statistics, and Trigonometry.
Conclusion
BC new math curriculum has reached grade 9 in its implementation stage. I have so far learned that “Maths Pathway was created by teachers who experienced a decline in mathematics rankings and were concerned about automation (technology by which a process or procedure is performed without human assistance) leading to jobs requiring higher mathematical skill. Math Pathway uses a modular format where students select their work based on what proficiency level they are at. An enormous difference with the Kenyan math curriculum is that; in Kenya, teachers and students have no room to venture into discoveries. The laid down content are fixed with the number of periods to take in each topic. No consideration of individual difference, regional imbalances and room for any emerging issues as all are worried about syllabus coverage and national examination.
Most moths contents are standard in both countries with evidently absent in Kenya curriculum are Logical Reasoning and Mathematics Research Projects. Some topics merely change terms, Permutations of sequences and series; Matrices and Transformations are generalized as Geometry, and Approximation and error, as Decimals while Indices and Logarithms are taught under Numbers and Algebra. The significant difference is the depth each topic is covered and the level at which the problem is introduced. For example, the subject in Trigonometry is covered in stages of three years. By doing this, the teachers have to keep repeating the topic presented at earlier stages since the basic is needed at other stages. In other words, the subject is fully covered, but not at the same time frame.
Reference
Eshiwani, G.S. (1985). Research into methods of teaching mathematics: some results from Kenya. International Journal of Mathematical Education in Science and Technology, 16(4), 479-488.
Henry, E. K., Nyaga, V. K., & Oundo, M. B. (2014). Effects of examination oriented teaching on academic aspiration among secondary school students in Imenti South District, Kenya. International Journal of Innovation Education and Research, 2(5), 58-66.
Pillai, S. P. M., Galloway, G., & Adu, E. O. (2017). Comparative Studies of Mathematical Literacy/Education: A Literature Review. International Journal of Educational Sciences, 16(1-3), 67-72.
Sifuna, D. N., & Kaime, J. G. (2007). The effect of in-service education and training (INSET) programmes in mathematics and science on classroom interaction: a case study of primary and secondary schools in Kenya. Africa Education Review, 4(1), 104-126.
file:///Users/macbook/Desktop/Knec%20Kcse%20Mathematics%20Syllabus.webarchive
New https://curriculum.gov.bc.ca/curriculum
Old (10-12)
https://www.bced.gov.bc.ca/irp/pdfs/mathematics/WNCPmath1012/2008math1012wncp_ccf.pdf
Www.vancouversun.com/Major+school+curriculum+changes+coming
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