Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main results

Detalhes bibliográficos
Autor(a) principal: Vale, Isabel
Data de Publicação: 2012
Outros Autores: Fernandes, Domingos, Borralho, António
Tipo de documento: Artigo de conferência
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10174/7946
Resumo: Recently, a new Mathematics curriculum for basic education (Grades 1-9) has been introduced in the Portuguese educational system. This curriculum was designed to bring together some disperse curricular documents and to substitute the former one that was being used since the early 90s. But, above all, the new curriculum was aimed at providing a more sustained development of students’ mathematical learning based upon recent international recommendations for mathematics teaching and learning. The new curriculum implementation was strongly supported by a special designed programme aimed at providing scientific and pedagogical support to all teachers of Grades 1-9 throughout all the schools of the country. Before its generalization to all basic education schools of the country, the new curriculum had been put into practice by 40 teachers of the different grade levels for a three-year period. These teachers had the opportunity to attend a number of workshops and to share their experiences in a variety of contexts. In fact, they functioned as a true network, working in close collaboration. Besides they were also in touch with the authors of the new curriculum to insure that it was put into practice according to the authors’ proposal. At the same time the Ministry of Education appointed a team of three mathematics educators to conduct a three-year evaluation study of the whole process of implementation of the new curriculum. An overview of this evaluation study will be presented: Besides, teachers’ classroom practices as well as the ideas they shared through their collaborative work, will be also presented and discussed. This discussion will illustrate some of the features of the new curriculum. As a matter of fact, data seem to suggest that some improvements are already visible, namely regarding students’ attitudes and competences and teachers’ practices. Tasks selected and used by the teachers, teaching strategies they used, and students’ work on those tasks will also be presented and analysed.
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spelling Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main resultsMathematics CurriculumPractice of ClassroomRecently, a new Mathematics curriculum for basic education (Grades 1-9) has been introduced in the Portuguese educational system. This curriculum was designed to bring together some disperse curricular documents and to substitute the former one that was being used since the early 90s. But, above all, the new curriculum was aimed at providing a more sustained development of students’ mathematical learning based upon recent international recommendations for mathematics teaching and learning. The new curriculum implementation was strongly supported by a special designed programme aimed at providing scientific and pedagogical support to all teachers of Grades 1-9 throughout all the schools of the country. Before its generalization to all basic education schools of the country, the new curriculum had been put into practice by 40 teachers of the different grade levels for a three-year period. These teachers had the opportunity to attend a number of workshops and to share their experiences in a variety of contexts. In fact, they functioned as a true network, working in close collaboration. Besides they were also in touch with the authors of the new curriculum to insure that it was put into practice according to the authors’ proposal. At the same time the Ministry of Education appointed a team of three mathematics educators to conduct a three-year evaluation study of the whole process of implementation of the new curriculum. An overview of this evaluation study will be presented: Besides, teachers’ classroom practices as well as the ideas they shared through their collaborative work, will be also presented and discussed. This discussion will illustrate some of the features of the new curriculum. As a matter of fact, data seem to suggest that some improvements are already visible, namely regarding students’ attitudes and competences and teachers’ practices. Tasks selected and used by the teachers, teaching strategies they used, and students’ work on those tasks will also be presented and analysed.2013-01-29T17:27:14Z2013-01-292012-01-19T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjecthttp://hdl.handle.net/10174/7946http://hdl.handle.net/10174/7946porUniversidade de CoimbraEvaluation of the implementation process of a new mathematics curriculum for Grades 1-9: A discussion of the main resultssimnaonaoDPEisabel.vale@ese.ipvc.ptdfernandes@ie.ul.ptamab@uevora.pt229Vale, IsabelFernandes, DomingosBorralho, Antónioinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T18:48:44Zoai:dspace.uevora.pt:10174/7946Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:02:25.664265Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main results
title Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main results
spellingShingle Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main results
Vale, Isabel
Mathematics Curriculum
Practice of Classroom
title_short Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main results
title_full Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main results
title_fullStr Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main results
title_full_unstemmed Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main results
title_sort Evaluation of the implementation process of a new mathematics curriculum for Grades 1-­‐9: A discussion of the main results
author Vale, Isabel
author_facet Vale, Isabel
Fernandes, Domingos
Borralho, António
author_role author
author2 Fernandes, Domingos
Borralho, António
author2_role author
author
dc.contributor.author.fl_str_mv Vale, Isabel
Fernandes, Domingos
Borralho, António
dc.subject.por.fl_str_mv Mathematics Curriculum
Practice of Classroom
topic Mathematics Curriculum
Practice of Classroom
description Recently, a new Mathematics curriculum for basic education (Grades 1-9) has been introduced in the Portuguese educational system. This curriculum was designed to bring together some disperse curricular documents and to substitute the former one that was being used since the early 90s. But, above all, the new curriculum was aimed at providing a more sustained development of students’ mathematical learning based upon recent international recommendations for mathematics teaching and learning. The new curriculum implementation was strongly supported by a special designed programme aimed at providing scientific and pedagogical support to all teachers of Grades 1-9 throughout all the schools of the country. Before its generalization to all basic education schools of the country, the new curriculum had been put into practice by 40 teachers of the different grade levels for a three-year period. These teachers had the opportunity to attend a number of workshops and to share their experiences in a variety of contexts. In fact, they functioned as a true network, working in close collaboration. Besides they were also in touch with the authors of the new curriculum to insure that it was put into practice according to the authors’ proposal. At the same time the Ministry of Education appointed a team of three mathematics educators to conduct a three-year evaluation study of the whole process of implementation of the new curriculum. An overview of this evaluation study will be presented: Besides, teachers’ classroom practices as well as the ideas they shared through their collaborative work, will be also presented and discussed. This discussion will illustrate some of the features of the new curriculum. As a matter of fact, data seem to suggest that some improvements are already visible, namely regarding students’ attitudes and competences and teachers’ practices. Tasks selected and used by the teachers, teaching strategies they used, and students’ work on those tasks will also be presented and analysed.
publishDate 2012
dc.date.none.fl_str_mv 2012-01-19T00:00:00Z
2013-01-29T17:27:14Z
2013-01-29
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dc.relation.none.fl_str_mv Universidade de Coimbra
Evaluation of the implementation process of a new mathematics curriculum for Grades 1-9: A discussion of the main results
sim
nao
nao
DPE
isabel.vale@ese.ipvc.pt
dfernandes@ie.ul.pt
amab@uevora.pt
229
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