EDU555

(CURRICULUM AND INSTRUCTION)

ARTICLE REVIEW: ON THE CONTINUITY MATHEMATICS
CURRICULUM BETWEEN PRIMARY AND SECONDARY
SCHOOL

STUDENTS NAME: NURDIYANA BINTI NANDAN

STUDENTS ID: 2014990923
INSTRUCTORS NAME: EN. MUHAMAD FURKAN BIN MAT
SALLEH

Summary

The journal article written by Nicolescu and Petrescu is a call to include the concept
of continuity of the curriculum. According to Tylers model proposed by American educator,
Ralph Tyler (1950), when we want to design a curriculum which is plan of study, must
includes objectives, content, method and evaluation. What educational purposes should the
school seek to attain? How can learning experiences be selected which are likely to be
useful in attaining these objectives? How can learning experiences be organized for effective
instruction? How can the effectiveness of learning experiences be evaluated? All these
elements show the steps of shaping curriculum and instructional design. On this article,
researchers focus on content in mathematics curriculum from primary to secondary school in
Romania. It is important for educators to play their roles as facilitators and encourage the
learning process rather than just memorising. The problem that had mentioned in this article
is teachers cannot make connection with previous lesson during the class. It is because
teachers do not know the mathematics curriculum as well. As we know, sequences refer to
hierarchy and progression of complexity or difficulty. The following part of this article moves
on to describe in greater detail in design mathematics curriculum that must start from simple
to complexity which is from theory up to application in life.

Opinion/ Comments

As opinions about this an article, teachers and schools should ensure students to
keep maintain their engagement with mathematics as well as they entering secondary
schools. As mentioned earlier, teachers cannot make conclusion or connections with
previous lesson towards students. Therefore, teachers need to have the knowledge of
curriculum development which is plan of study. Instead of involving daily in curriculum
development by implementing the curriculum through the process of teaching and learning.
Teachers must also prepare daily lesson plan in their teaching and learning, so they had
planned what to teach to students. Schools should form some programs that promote
collaboration between primary and secondary schools. Regarding to it, schools should invite
mathematics teacher from secondary schools to observe or maybe teach primary
mathematics lessons to students and vice versa. The most important, mathematics
curriculum must be familiar by mathematics teachers at both primary and secondary levels.
Lastly, teachers need deeply understand the subject matter and flexibly so that they can help
or encourage students create cognitive maps, relate ideas to one another. Teachers need to
see how ideas connect across fields and to everyday life.

Conclusion

In this section, it has been explained that it is important to have and to know an
organized curriculum contents, mathematics especially that have been mentioned in this
article. The chapter that follows moves on to consider researchers and teachers should sit
together and discuss the mathematics curriculum design towards future with an efficient way
and proper education.

Additional Comments/ Opinion

Even though in this article use Tylers model in constructing curriculum, there are
some criticisms about this model. The main weakness with this model is that its a linear
which is step by step process and too rigid. Curriculum restricted to a constricted range of
student skills and knowledge. Critical thinking, problem solving and value acquiring
processes cannot be plainly declared in behavioural objectives. Plus, the process need to
follow the four steps in order.

References

Catherine, A. (2015, November 22). Primary Mathematics: Engaged Teachers = Engaged

Students. Retrieved November 11, 2016, from
https://engagingmaths.co/2016/05/02/primary-mathematics-engaged-teachersengaged-students/
Nicolescu, B. N., & Petrescu, T. C. (2015). On the Continuity Mathematics Curriculum
between Primary and Secondary School. Journal of ProcediaSocial and Behavioral
Sciences, 180, 871-877.
Robert, W. C. (2008). Educating Everybody's Children: Diverse Teaching Strategies for
Diverse Learners, Revised and Expanded 2nd Edition,
320. Retrieved from
http://www.ascd.org/publications/books/107003/chapters/Educating-Everybody'sChildren@-We-Know-What-Works%E2%80%94And-What-Doesn't.aspx