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The document discusses the concept of curriculum and principles of curriculum organization for mathematics. It defines curriculum as the totality of a student's experiences within and outside of school, including subjects, activities, and environmental influences, aimed at achieving educational goals. Some key principles of curriculum organization discussed are the concentric/spiral approach of revisiting topics at increasing depth each year; considering students' psychological development and maintaining logical sequencing; integrating topics and showing connections between subjects; and incorporating activities to make learning more meaningful.
The document discusses the concept of curriculum and principles of curriculum organization for mathematics. It defines curriculum as the totality of a student's experiences within and outside of school, including subjects, activities, and environmental influences, aimed at achieving educational goals. Some key principles of curriculum organization discussed are the concentric/spiral approach of revisiting topics at increasing depth each year; considering students' psychological development and maintaining logical sequencing; integrating topics and showing connections between subjects; and incorporating activities to make learning more meaningful.
The document discusses the concept of curriculum and principles of curriculum organization for mathematics. It defines curriculum as the totality of a student's experiences within and outside of school, including subjects, activities, and environmental influences, aimed at achieving educational goals. Some key principles of curriculum organization discussed are the concentric/spiral approach of revisiting topics at increasing depth each year; considering students' psychological development and maintaining logical sequencing; integrating topics and showing connections between subjects; and incorporating activities to make learning more meaningful.
Curriculum is the crux of the whole educational process. Without curriculum, we reflect the ethos of that country. Mathematics is taught to pupils, as it would help to realize certain values and aims by which they could become better individuals. But such goals cannot be reached through a vacuum. We require some appropriate medium through which the anticipated changes could be brought about the mathematics curriculum is the medium required for the purpose. As such, every mathematics teacher has to get a clear and through knowledge about the meaning, function, foundations and types of a good mathematics curriculum together with the principles for its development and transaction.
CONCEPT OF CURRICULUM
The term curriculum is derived from the Latin word Currere, which means path. In this sense curriculum is the path through which the student has to g forward in order to teach the gal envisaged by education. Usually the term curriculum is understood as a group of subjects prescribed for study in particular course. But curriculum is not confined to this narrow concept. Curriculum should in a way be considered as synonymous with courses of study. The courses of study do list much of the continent to be learnt and indicate some of the major activities but these form only part of the curriculum. Curriculum should be considered as a broad based term encompassing every aspect conceiving a course of study. Curriculum for a course of study may be conceived as the totality of experiences a pupil is exposed to within the boundaries f the school and outside while undergoing that course, with a view to the anticipated educational goals.
DEFINITION OF CURRICULUM
Different persons have defined curriculum in different ways. Some have the definition on its narrow scope while others define it is a much broader sense.
1. Curriculum is a tool in the hand f an artist(teacher)to mould his materials(pupils)according to his ideals(objectives) in his studio(school) _ Arthur Cunningham 2. Curriculum embodies are the experiences, which are utilized by the school to attain the aims of education _ Muscore 3. Curriculum is made up of everything that surrounds the learners are his working hours _ H.L Larwell 4. Curriculum is that which the pupil taught. It involves more than the art of learning and quiet study. It involves occupations, productions, achievement, exercise and activity. H.H Horne
In brief, curriculum is the means for achieving the goals of education. It includes all those experiences, activities and environmental influences, which the student receives during the educational career, for the realization of variety of anticipated goals.
PRINCIPLES OF CURRICULUM ORGANIZATION
1. CONCENTRIC AND SPIRAL
The whole curriculum is spread over a number f years. A general treatment of almost all the topics is attempted at the beginning, in view of the utility value and it is developed in successive years according to the mental development of the pupils. In the beginning of the course, all the essential aspects are given to pupils in a simplified way. In the beginning f the course, all the essential aspects are given to pupils n a simplified way. In the next year more and more details its parts are added. It follows the maxims of teaching, such as from whole to part, simple to complex, easy to difficult etc. Among educationalist of learning is possible only of this approach is maintained. Sometimes this approach is referred to as concentric approach. But the term spiral approach is preferred to the linkage to be taken care of and the continuity of the topic concerned is never broken. While conceiving t s concentric only the widening of the scope is indicated but the linkage is taken care of.
2. PYCHLOGICAL AND LOGICAL
The arrangement of subject matter based on the principles f psychology, is known as psychological approach, the criterion potentials, capacities, etc. appropriate for the development level of the stage for which the curriculum is being designed. In other words this approach is n tune with such a logical sequence. It is often criticized that by splitting topics in to unit the developmental stages of the learner, their logical de3velopment is broken. Logical approach demands maintain the logical sequence while developing a curriculum. At the same time, a good curriculum if carefully can maintain the psychological approach.
3. TOPICAL AND UNIT
Every subject of study involves a number of topics. A topic is a collection of related learning materials pertaining to specific area of the subject, systematically and sequentially arranged so as to get a holistic picture of those aspects. There are a large number of concepts, principles, process are associated with this area, which act as related parts of a whole. Since these aspects are interrelated and as they maintain certain logical sequences and correlations, it is often advised that the topic should be thoroughly dealt with and mastered before passing on to another topic. This is known as the topical approach in curriculum. A topic may be so complex and might include a large number of items of varied difficulty and such occasions; it is advisable not to never all at the very first in same. The spiral approach may be distributed over a longer time span. For this, the topic may be divided into a number of units through a unit may be only part of the same topic it can be given a holistic unity by properly linking the study ideas involved. Taking, fundamental units of the topic first and then gradually taking other units one by one in the course will make learning more psychological and home sound. This approach n curriculum planning is said to be unit approach. Generally speaking, when topic are complex a very large and involves units posing varied levels and difficulty it will be advisable to have the unit approach.
4. INTEGRATED The main aim of education is acquisition of knowledge and its application for the study of other subjects and for having the problems that might arise in everyday life. The curriculum for any subject aims at realizing these goals through different means. However, the knowledge and ideas acquire3d through the subjects taught in watertight compartment without highlighting its application to life and other subjects become meaningless. The study of every subject should highlight the unity of knowledge. While teaching any subject, the teacher can its instances and examples to show that knowledge is a single integrated whole and the knowle3dge that one gains through subjects like mathematics, social science, science and languages unities a meaningful whole reflecting integrated knowledge. Such an integrated approach helps the students to get a holistic view of the entire school programme and thereby the study of each subject becomes more meaningful and significant.
5. PRINCIPLE OF CORRELATION While organizing the content in mathematics curriculum the principle of correlation should be followed. The following four steps of correlation should be correlated.
i. Correlation with life. ii. Correlation with other subjects. iii. Correlation between different branches of mathematics. iv. Correlation between different topics in the same branch of the mathematics.
6. PRINCIPLES OF LOGICAL AN PSYCHOLOGICAL ORDER
An integrated approach combining both logical and psychological order should be followed in the organizing of the mathematics curriculum. The arrangement of the content should display sequential development of topics which is most appropriate for the student of that age level.
7. PRINCIPLE OF ACTIVITY
Learning by doing makes learning more meaningful. The curriculum should take into consideration the type of activities that could be provided for the effective learning of the content. The activities that help in relating mathematical concept with the concrete object will induce enthusiasm and interest among the children. These activities should include:
i. Personal and home activities. ii. Vocational activities. iii. Recreational activities. iv. National activities. v. Community civic and social activities. 8. PRINCIPLE OF VERTICAL CORRELATION
The content organized for a class should be based on the syllabus covered in the lower class, and in turn, it should form the basis for the organizing of the content in higher class. This is called vertical correlation leading from simple topics from complex ones.
9. THE CRITERION OF DIFFICULTY
The organizing of the content should be n the increasing order of difficulty. The difficulty level of the topic is to be judged from the pupils point f view, based on the mental development and capability of the pupils.
10. PRINCIPLE OF MOTIVATION
The organizing of the content should enthuse the children to learn. The content prepared should be challenging, interesting and exciting.
11. ADAPTATION TO INDIVIDUAL DIFFERENCE The arrangement of the content for each class and level should cater to the needs of the different categories of children. There should be helps which are challenging for mathematically gifted student an topics suitable for average and show learners in mathematics. Similarly, needs of students from rural and urban areas and from different communities have to be given up weightage while arranging in the mathematics curriculum.
12. TOPICAL APPROACH
In topical approach a topic one presented should be completely exhausted in the same class. This method demands that the entire topic, the portions easy as well as the difficult, should be covered in the same stage.
It is not feasible to do any topics to its entirely in any class. Instead a topic should be graded and arranged according to the increasing order of difficulty. Each part should be introduced at a stage which the student had the need t learn and the student has the intellectual development and capability to understood and appreciate what is presented to him.
13. SPIRAL APPROACH
The Cambridge report on mathematics curriculum emphasized the importance of interrelating and interviewing the different mathematical topics to be taken up throughout the school period and envisaged the progressive broadening and deepening of the childs mathematical knowledge and insight by what is called the spiral approach.
Therefore contrary to topical approach, spiral approach demands the division of the topics into a number f smaller independent units to be deal with, in order of difficulty and mental capacity of children it is based on the principle that topic cannot be given an exhaustive treatment at one stage. To begin with the elementary concepts are represented in one class, gaps are filled in the next class, and more gaps a year or two later, in accordance with the amount of knowledge which the students are capable of assimilating.
CONCLUSION
Curriculum for a course of study may ne convinced as the totality of experiences a pupil is exposed to within the boundaries of the school and outside while undergoing that course, with a view to achieve the anticipated educational goals.
REFERENCES
1. James. A (2005) Teaching of Mathematics, Neel Kamal publications, pvt.ltd. 2. Kumar.S & Retnalikar.D.L (2003) Teaching of Mathematics New Delhi Aims publication pvt.ltd.
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms