A comparative study of secondary mathematics curricula of Turkey, Estonia, Canada, and Singapore
This study aims to reveal the similarities and differences in the secondary mathematics curriculums (SMC) of Turkey, Estonia, Canada, and Singapore during the 2018-2019 academic years by comparing them in terms of the curriculum components. In this context, the horizontal approach technique, one of...
Main Authors: | , |
---|---|
Format: | Article |
Language: | English |
Published: |
Journal of Pedagogical Research
2021-03-01
|
Series: | Journal of Pedagogical Research |
Subjects: | |
Online Access: | https://www.ijopr.com/download/a-comparative-study-of-secondary-mathematics-curricula-of-turkey-estonia-canada-and-singapore-10775.pdf |
id |
doaj-f9987bed860f459ca314bea9bcc239c0 |
---|---|
record_format |
Article |
spelling |
doaj-f9987bed860f459ca314bea9bcc239c02021-03-28T10:05:04ZengJournal of Pedagogical ResearchJournal of Pedagogical Research2602-37172021-03-015121624210.33902/JPR.2021167798A comparative study of secondary mathematics curricula of Turkey, Estonia, Canada, and SingaporeFatma Serçe0Filiz Acar1Düzce University, Education Faculty, TurkeyDüzce University, Education Faculty, TurkeyThis study aims to reveal the similarities and differences in the secondary mathematics curriculums (SMC) of Turkey, Estonia, Canada, and Singapore during the 2018-2019 academic years by comparing them in terms of the curriculum components. In this context, the horizontal approach technique, one of the comparative education approaches, was used in the study. The study is qualitative research and was carried out through document analysis in collecting data. Secondary mathematics curricula of each country were subjected to content analysis using NVivo 10 qualitative analysis program. Curricula were examined in terms of general characteristics, objectives, content, learning-teaching process, assessment, and teacher's duties and responsibilities dimensions, and comparisons between countries were made. The results revealed that the majority of the learning outcomes in the SMC of Turkey and Estonia are in the <i>knowing</i> cognitive domain while <i>applying</i> is dominant in Canada and <i>reasoning </i>in Singapore SMCs. In addition, the SMC of Singapore provided the most detailed information regarding the assessment. Besides that, the SMC of Singapore was the curriculum that most comprehensively reflects the teacher’s duties and responsibilities towards curriculum, teaching and learning process, and evaluation process.https://www.ijopr.com/download/a-comparative-study-of-secondary-mathematics-curricula-of-turkey-estonia-canada-and-singapore-10775.pdfcomparative educationsecondary mathematics curriculummathematics education |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Fatma Serçe Filiz Acar |
spellingShingle |
Fatma Serçe Filiz Acar A comparative study of secondary mathematics curricula of Turkey, Estonia, Canada, and Singapore Journal of Pedagogical Research comparative education secondary mathematics curriculum mathematics education |
author_facet |
Fatma Serçe Filiz Acar |
author_sort |
Fatma Serçe |
title |
A comparative study of secondary mathematics curricula of Turkey, Estonia, Canada, and Singapore |
title_short |
A comparative study of secondary mathematics curricula of Turkey, Estonia, Canada, and Singapore |
title_full |
A comparative study of secondary mathematics curricula of Turkey, Estonia, Canada, and Singapore |
title_fullStr |
A comparative study of secondary mathematics curricula of Turkey, Estonia, Canada, and Singapore |
title_full_unstemmed |
A comparative study of secondary mathematics curricula of Turkey, Estonia, Canada, and Singapore |
title_sort |
comparative study of secondary mathematics curricula of turkey, estonia, canada, and singapore |
publisher |
Journal of Pedagogical Research |
series |
Journal of Pedagogical Research |
issn |
2602-3717 |
publishDate |
2021-03-01 |
description |
This study aims to reveal the similarities and differences in the secondary mathematics curriculums (SMC) of Turkey, Estonia, Canada, and Singapore during the 2018-2019 academic years by comparing them in terms of the curriculum components. In this context, the horizontal approach technique, one of the comparative education approaches, was used in the study. The study is qualitative research and was carried out through document analysis in collecting data. Secondary mathematics curricula of each country were subjected to content analysis using NVivo 10 qualitative analysis program. Curricula were examined in terms of general characteristics, objectives, content, learning-teaching process, assessment, and teacher's duties and responsibilities dimensions, and comparisons between countries were made. The results revealed that the majority of the learning outcomes in the SMC of Turkey and Estonia are in the <i>knowing</i> cognitive domain while <i>applying</i> is dominant in Canada and <i>reasoning </i>in Singapore SMCs. In addition, the SMC of Singapore provided the most detailed information regarding the assessment. Besides that, the SMC of Singapore was the curriculum that most comprehensively reflects the teacher’s duties and responsibilities towards curriculum, teaching and learning process, and evaluation process. |
topic |
comparative education secondary mathematics curriculum mathematics education |
url |
https://www.ijopr.com/download/a-comparative-study-of-secondary-mathematics-curricula-of-turkey-estonia-canada-and-singapore-10775.pdf |
work_keys_str_mv |
AT fatmaserce acomparativestudyofsecondarymathematicscurriculaofturkeyestoniacanadaandsingapore AT filizacar acomparativestudyofsecondarymathematicscurriculaofturkeyestoniacanadaandsingapore AT fatmaserce comparativestudyofsecondarymathematicscurriculaofturkeyestoniacanadaandsingapore AT filizacar comparativestudyofsecondarymathematicscurriculaofturkeyestoniacanadaandsingapore |
_version_ |
1724200551162314752 |