Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations -do they align?
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10 juillet 2023
- handle: 10670/1.b6hb7z
- isbn: 978-963-7031-04-5
- hal: hal-04413504
info:eu-repo/semantics/OpenAccess
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intended curriculum national standardized examinations mathematics curriculum competency-oriented curriculum Curriculum reformCiter ce document
Stig Eriksen et al., « Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations -do they align? », HAL-SHS : sciences de l'éducation, ID : 10670/1.b6hb7z
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In 2020, a new Norwegian mathematics curriculum formally defined five competencies as pillars for mathematics learning, such as exploring, reasoning, representing, generalizing, or modelling. Shortly after the curriculum's launch, example tasks were published to show what type of tasks could come in the national standardized examinations. Within our theoretical framework, we interpret both the described competencies and the example tasks as resources in a discourse on an intended curriculum. We studied their alignment, namely, the extent to which the competencies were needed to solve the example tasks. We developed a scoring analysis with good inter-rater reliability. We found that the competencies were mainly needed for tasks for the theoretical stream and hardly for practical streams. Also, modelling was virtually absent. The first published example tasks communicated the ideals of the intended curriculum better than those published later.