A Comparative Study of Secondary Mathematics Curricula of Turkey, Estonia, Canada, and Singapore

Autor/inn/en	Serçe, Fatma; Acar, Filiz
Titel	A Comparative Study of Secondary Mathematics Curricula of Turkey, Estonia, Canada, and Singapore
Quelle	In: Journal of Pedagogical Research, 5 (2021) 1, S.216-242 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Serçe, Fatma) ORCID (Acar, Filiz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Secondary School Mathematics; Mathematics Education; Comparative Education; Educational Objectives; Learning Processes; Teaching Methods; Student Evaluation; Teacher Responsibility; Elementary Secondary Education; Foreign Countries; Mathematics Achievement; Mathematics Tests; Achievement Tests; International Assessment; Secondary School Students; Turkey; Estonia; Canada; Singapore; Trends in International Mathematics and Science Study; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathematische Bildung; Vergleichende Erziehungswissenschaft; Educational objective; Bildungsziel; Erziehungsziel; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Lehrverpflichtung; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Türkei; Estland; Kanada; Singapur
Abstract	This study aims to reveal the similarities and differences in the secondary mathematics curricula (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. 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 knowing cognitive domain while applying is dominant in Canada and reasoning 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. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01