ESSAY ON EDUCATION: POLICY AND CURRICULUM

Policy And Curriculum Discussing The Implications For Practice Of A Curriculum Area Of Mathematic

Policy And Curriculum Discussing The Implications For Practice Of A Curriculum Area Of Mathematic

Mathematics is essential in everything we construct, everything we calculate and almost every problem which we have to solve in our daily lives. This is reflected in school where the use of mathematical knowledge, skills and understanding is required in all other areas of the curriculum.

Children's knowledge, skills and understanding in mathematics develop as they use maths in practical activities, to solve relevant and meaningful problems, and to explore the patterns and relationships on which mathematical concepts depend. Mathematics is a core subject within the national curriculum. The National Numeracy Strategy (NNS) was introduced in order to raise standards in mathematics, especially number and arithmetic. It offers detailed objectives for planning and teaching all aspects of the mathematics programmes of study for primary pupils (DfEE, 1999).

A comparison study of the primary mathematics curriculum in England and Qatar was carried out using content analysis of the two curricula, classroom observations and interviews with teachers. This paper focuses on the analysis of the expected standards set through educational policy in national curricula in both countries using the SOLO (Structure of the Observed Learning Outcome) taxonomy (Biggs and Collis, 1982).

Theoretical Background

The SOLO taxonomy provides an approach to both categorising cognitive performance in different content areas and defining curriculum objectives, which contain criteria for the levels of learning required (Biggs and Collis, 1989; Biggs, 1999). This model incorporates five modes of functioning parallel to a large extent the Piagetian stages of cognitive development. The English NC places considerable emphasis on these processes that constitute the essence of the attainment target 'using and applying mathematics' (AT1). Teaching requirements relating to this attainment target are integrated throughout the programmes of study.

Using information and communication technology (ICT). English teachers are expected to use calculators and computers to support and enrich children's experience of mathematics.. On the other hand, there is no indication in the Qatari curriculum of any use of either calculators or computers.Mathematics is one of the three core subjects in the National Curriculum along with English and Science. As such, it is accorded a high status and there are ample opportunities for the promotion of good teachers.

Attitudes among pupils to the subject are extremely varied. General Professional Education Main topics of study: professionalism; reflection; the reflective practitioner; education; pedagogy; action research and evidence based practice; schools and their learning communities; the curriculum and the hidden curriculum; teaching and learning; continuing professional development. (Thompson, J J 2008 pp 276-280)

Planning, Teaching and Assessment

Main topics of study: philosophical rationales underpinning different assessment strategies; the deployment of a range of strategies for assessment relevant and applicable within trainees' subject areas; how assessment data can be recorded, analysed and reported; how assessment outcomes can be used for planning future learning and teaching. (Unwin, L 2007 pp 75-87)

Subject Knowledge and Understanding: Inclusive Practice Main topics of ...