An Analysis of Pakistan’s National Curriculum of Mathematics at Secondary level

Abstract

The purpose of the study were to analyze the Curriculum document of National Curriculum of mathematics of secondary grades. The study employed qualitative research paradigm within it the discourse analysis technique was used to analyze the mathematics curriculum document. Discourse analysis helps in understanding the written, spoken and signs language used in any document analysis. The sample of the study were foreword, introduction, objectives, reviewer’s notes and list of reviewers, the sections of mathematics in the national curriculum of mathematics (2006) for secondary grades. The findings of the study revealed that the National Curriculum of mathematics (NCM) 2006 was focused on transfer of Knowledge. However, it neglected the conceptual understanding of essential subject matter. It has been also discovered that the content of the mathematics is not taught according to the prescribed curriculum. Moreover, standard were not implemented properly. The role learners were recipient of knowledge and that of teachers is transmitter .Thus, it neglected the participatory and constructive approach of teaching and learning mathematics. Moreover, the curriculum ideology was not considered while developing the mathematics curriculum. It is suggested that the curriculum developers should revisit the policy on social constructive approach so that curriculum can be taught conceptually rather than standard based. Moreover, formative assessment should be included throughout the year rather taking annual examinations. It is recommended that teachers should impart mathematics education by linking math to social context and encourage students to construct meanings socially.

Effects of Redesigned Model Eliciting Activities on Seventh Grade Students’ Mathematics Success and Students’ Views about These Activities

“…It also ensures that they are academically successful and that the knowledge they have acquired in this field is permanent (Kandemir, 2011;Sagirli, 2010;Samsuriadi, 2019). Although the curriculum (MoNE, 2017b) aims to gain many skills that are aimed to gain, mathematical modeling or modeling perspective is not given sufficient level in the curriculum (Bilen & Ciltas, 2015;Rind & Mughal, 2020). The reason for this is a separate research topic, but it may be related to the studies conducted in our country.The studies conducted in our country are limited to theoretical (Tekin Dede & Bukova Güzel, 2013or high school students (Hidiroglu, Tekin Dede, Kula, & Bukova Güzel, 2014;Sagirli, 2010) and teacher candidates (Altun, Memnun, & Yazgan, 2007;Deniz & Akgün, 2016;Kertil, 2008).…”

Impact of Instructional Scaffolding Approach on Secondary School Students Achievement in Mathematics

“…Maduabum & Odili (2006) indicated a low achievement in mathematics among students. Many other researchers like Elekwa (2010), Uwadiae (2010), Nufus (2020), Dahliana et al (2019), Nuraina (2018), Mursalin (2019), Usmadi (2020), Niswah (2020), Rind & Mughal (2020) and Olunloye (2010) variously indicated poor achievement in mathematics by students. This is a clear indication that students mathematics problem solving and learning ability is poor.…”

Meta-Analysis on the Issues and Reform Dimensions of Primary Mathematics in Pakistan

“…Moreover, it is a way to achieve the intended objectives. All the intended objectives are declared and should be achieved through the standard processes that are mentioned in the curriculum documents (Rind & Mughal, 2020).The two main requirements in the mathematics objectives are mathematical knowledge and conceptual understanding and both are important for further construction of math content (Salim & Gilar, 2020). The first one is relatively easy and not the real demand of mathematics.…”