Summary
: Journal Designing a Mathematics Curriculum
A curriculum is
a good curriculum only when we have implemented it successfully. To be
successful, it has to be considered in connection with teachers, students, and
many other determining factors. A short summary is given below :
Mathematics is
the core and not how to teach it.
A reform can
move only as fast as teachers can move.
We train our
students for the work place different from our own.
We need to
cater to students of different abilities.
We should
explore the positive aspect of the examination system.
Make explicit in a
syllabus teaching in context and emphasis on processes.
We did not dwell
upon the process of reviewing a syllabus and the revision of the curriculum
that follows. Also, we did not mention the evaluation, if any, of the
implementation of newly revised syllabuses. The review was not always
transparent. The approaches were often diverse. One does not know the detail
unless one is personally involved. After the revision, implementation takes
place. The evaluation is an important aspect of any reform. However this is a neglected
area, especially in the developing countries. It is common to take a generation
or 25 years to find out whether we have made a correct decision on a major
educational policy. Further, it would take another 25 years to correct it if
the decision was found to be wrong. we look around among other countries and
compare with them. Perhaps we should also look back in time. Find out what we
have done right and what we have done wrong. In order to do that, we need good
documentation of the past events. In other words, we must have institutional
memory. Activity-based teaching of PMRI may have made in-roads into the
classroom in Indonesia. It will be the design of a locally-produced curriculum
that will lead the movement of PMRI to become a main stream in the reform of
mathematics teaching, in particular, and education, in general, in Indonesia.
for more details see at
this address >> http://ejournal.unsri.ac.id/index.php/jme/article/view/789/215
