Artikel 9.3 : Investigating curricular effect on the teaching and learning of mathematics in a cultural context: Theoretical and methodological considerations

Oleh : Jinfa Cai dan Yujing Ni 

Pautan : http://www.fed.cuhk.edu.hk/eps/people/niyujing_doc/Cai%20&%20Ni_2011.pdf

Asbtract :

This first article of the special issue presents theoretical and methodological considerations about longitudinally investigating curricular effects on the teaching and learning of mathematics in a cultural context. In particular, in this article, we discuss seven issues related to the investigation of curricular effects on the teaching and learning of mathematics: (1) the need to investigate longitudinally the effects of curriculum, (2) the nature of the reform and non-reform curricula, (3) multiple representations of curriculum use, (4) assessment of classroom instruction, (5) student diversity and achievement gaps, (6) multiple measures of student mathematics achievement, and (7) multi-level analysis of student achievement data. This article not only serves as an introduction to the special issue, but most importantly, also provides a theoretical and methodological context for the two longitudinal projects.

Ulasan / kritik :

Pengkaji telah menghuraikan 7 isu yang berkaitan dengan kesan kurikulum terhadap konteks budaya dengan ringkas dan padat. Artikel ini menarik perhatian pembaca kerana pengkaji berjaya menimbulkan cabaran bagi mengkaji konsep dan metodologi untuk kesan kurikulum  ke atas pengajaran dan pembelajaran melalui tujuh isu-isu yang dibincangkan. Isu yang istimewa ini membekalkan peluang untuk menguji generalisasi daripada keputusan konteks budaya berkaitan dengan kesan kurikulum terhadap pengajaran dan pembelajaran matematik. Selain itu, artikel ini juga menyediakan tambahan penting kepada penulisan terhadap pembaharuan kurikulum matematik.