Ethiopian Early Grade Mathematics Curriculum Organization

Autor/inn/en	Tesfaye, Aynalem; Michael, Kassa
Titel	Ethiopian Early Grade Mathematics Curriculum Organization
Quelle	12 (2021) 25, S.18-27 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Elementary School Students; Mathematics Instruction; Educational Quality; Foreign Countries; Teaching Methods; Instructional Materials; Content Analysis; Instructional Material Evaluation; Course Descriptions; Visual Aids; Material Development; Curriculum Development; Elementary School Mathematics; Mathematics Teachers; Teacher Attitudes; Ethiopia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Quality of education; Bildungsqualität; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Inhaltsanalyse; Kursstrukturplan; Anschauungsmaterial; Lehrmaterialentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementare Mathematik; Schulmathematik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Äthiopien
Abstract	Early grade education is basic and necessary for preparing students for their future education and life. Therefore, paying attention for early grade mathematics education has a multidirectional contribution to the quality of education in a country. This study investigated Ethiopian early grade mathematics curriculum organization in relation to its responsiveness to children learning progression. In this study a qualitative research approach was employed. 4 early grade mathematics teachers participated in evaluating the early grade mathematics curriculum (minimum learning competency (MLC) document, syllabus, and flowchart document). In addition, two educational experts at the regional education bureau and the Ministry of Education (MoE) participated in the study. The data were collected through interview and document analysis by using content analysis protocol developed by adapting the national guideline for preparing and evaluating teaching-learning materials (Taye, 2011), mathematics content analysis (Aggarwal, 2009; Hashmi, Hussain, & Shoaib, 2018), and learning progression responsive curriculum (Bristow & Patrick, 2014; Council, 2007; Duschl, Maeng, & Sezen, 2011; Popham, 2007; Sáez, Lai, & Tindal, 2013; Simon, 1995; Wilson & Bertenthal, 2005). The study revealed that there are considerable gaps in the early grade mathematics curriculum in relation to responding to children learning progression at the level. The study recommends special focus to be given for children learning progression and alignment of curricular materials when developing early grade mathematics curriculum. The study further suggested developing a learning progression document, based on research evidence that can be used as a guide for the textbook and other curricular materials development. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01