Informing Grades 1-6 Mathematics Standards Development: What Can Be Learned From High-Performing Hong Kong, Korea, and Singapore

Ginsburg, Alan; Leinwand, Steven

doi:10.1037/e537692012-001

Cited by 6 publications

(6 citation statements)

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“…1 is extracted from the South African Mathematics Curriculum for Foundation Phase (Grades R -3), it depicts what could be described as a replica of the American version of the 'focal points'. Many other mathematics curricula globally (Hong Kong, Singapore, Korea) have similar topics, sequencing and emphasis (Ginsburg, Leinwand & Decker, 2009). In fact the South African CAPS documents refer to them as focus content area confirming the impact of the American version of the 'focal points' on curriculum design globally.…”

Section: Foundational and Critical Concepts In Mathematicsmentioning

confidence: 92%

Is Rote Learning of Number Concepts ‘Inherently Rotten’ or Is It Just a Blame and Shame Game that Vitiates Principles of Natural Progression?

Mhlolo¹

2014

MJSS

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This paper questions the validity of the foundational premise of the 'problem-solving movement' following a perennial dichotomization of the 'old' and 'new' math curricula globally. Essentially, the substance of the controversies that places the 'problem solving movement' and the 'back-to-basics movement' on the opposite ends of the 'battle-fields' is the view within the former that rote learning is unimportant or counterproductive as it does not enhance the development of application skills of critical thinking, logical analysis, and creative problem-solving. The paper then uses Tall's framework to show how counting is foundational to number concept formation and how rote learning is a necessary first step in this counting process. I then argue that the suggestion that critical thinking could be developed without the lower level concepts is possibly founded on a flawed premise. Globally, there is a current wave of back-to-basics across mathematics curricula. However it would appear in the South African curricula for Foundation Phase Grade R -3, rote learning is still not valued despite going back-to-basics. This suggests a continued dichotomization of the old and new approaches which does not seem to be beneficial to learners who tend to end up with neither the problem solving skills nor the basic foundational knowledge. The paper recommends that we develop teaching methodology for mathematics and other subjects that incorporates rote learning in an effective way so that knowledge is better conveyed and represented in the minds of students.

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Section: Foundational and Critical Concepts In Mathematicsmentioning

confidence: 92%

Is Rote Learning of Number Concepts ‘Inherently Rotten’ or Is It Just a Blame and Shame Game that Vitiates Principles of Natural Progression?

Mhlolo¹

2014

MJSS

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“…As you know, the organization of such training requires a change in the teacher's professional position, the creation of an atmosphere of "free learning" in the classroom, the use of methods that stimulate the student's activity and his development. Therefore, among the conditions for the development of educational and intellectual skills, the following were singled out: orientation to the humanistic principles of education in the process of educational activity, the implementation of a system of lessons on the problem of the development of educational and intellectual skills of younger students, the use of an optimal combination of teaching methods and forms of educational work in the system of lessons [8][9][10][11][12].…”

Section: Formation Of the Initial Forms Of Educational Activity Among...mentioning

confidence: 99%

Pre-Mathematical Training of Educational and Intellectual Skills for Preschoolers

Khabibovna

Irgashevich²,

Saragih

2020

birle, budapest. internation. research. and. critic. in. lingui

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In the decree of the Government of the Republic of Uzbekistan. The goal of the strategy, designed for 2017–2021, is to radically increase the effectiveness of the reforms, create conditions for the comprehensive and accelerated development of the state and society, implement priority directions for the modernization of the country and liberalize all spheres of life. As you know, in almost all countries of the world, the basis for modernization of the country, innovation in the education system becomes a priority. Only through education can we move on to a new path of development both in science and in production. Creation of a highly effective system of professional higher education in the search and application of a qualitatively new educational and scientific system that meets the modern requirements of the spirit of the time. It is gratifying to note that until now, changes in the system of education and science have occurred in accordance with the historical realities of the whole world, in particular our country. In order to maintain a unified educational space, to implement the continuity of state standards at all levels and levels of education. The theoretical foundations of solving the problem of the formation of intellectual skills are widely represented in a number of psychological and pedagogical studies. Conclusions and recommendations on the formation of skills of didactic activity of an elementary school teacher are proposed.

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“…Limiting the number of statistics curriculum objectives in the earlier grades was one strategy employed in the CCSSM to attain this goal. The first page of the CCSSM cites Ginsburg and Leinwand's (2009) observation that mathematics curriculum standards in higher achieving countries include less emphasis on data analysis in the early grades in favor of more attention to number, measurement, and geometry. It would seem, then, that there is an impasse on the issue of how to deal with measurement and variability in the early grades.…”

Section: Measurement and Variablility In The Common Corementioning

confidence: 99%

Research Commentary: Working at the Boundaries of Mathematics Education and Statistics Education Communities of Practice

Groth

2015

JRME

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Statistics education has begun to mature as a discipline distinct from mathematics education, creating new perspectives on the teaching and learning of statistics. This commentary emphasizes the importance of coordinating perspectives from statistics education and mathematics education through boundary interactions between the two communities of practice. I argue that such interactions are particularly vital in shared problem spaces related to the teaching and learning of measurement, variability, and contextualized problems. Collaborative work within these shared problem spaces can contribute to the vitality of each discipline. Neglect of the shared problem spaces may contribute to insularity and have negative consequences for research and school curricula. Challenges of working at the boundaries are considered, and strategies for overcoming the challenges are proposed.

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Informing Grades 1-6 Mathematics Standards Development: What Can Be Learned From High-Performing Hong Kong, Korea, and Singapore

Cited by 6 publications

References 0 publications

Is Rote Learning of Number Concepts ‘Inherently Rotten’ or Is It Just a Blame and Shame Game that Vitiates Principles of Natural Progression?

Is Rote Learning of Number Concepts ‘Inherently Rotten’ or Is It Just a Blame and Shame Game that Vitiates Principles of Natural Progression?

Pre-Mathematical Training of Educational and Intellectual Skills for Preschoolers

Research Commentary: Working at the Boundaries of Mathematics Education and Statistics Education Communities of Practice

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