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ASSESSMENT AND MATHEMATICS INSTRUCTION

ASSESSMENT OF MATHEMATICS CURRICULUM

UNIT 2
CHAPTER 4

CHAPTER 4 ASSESSMENT OF MATHEMATICS


CURRICULUM
INTRODUCTION
Mathematics as one of the core curriculum is designed to provide students with the
knowledge, skills, and abilities needed for further education, work life, and daily living.
While recent advances brought changes to the mathematics curriculum in schools,
necessarily, changes should take place in the way mathematics is being taught. In
relation to that, changes are required in the evaluation and assessment of mathematics
learning.
Clearly, curriculum and assessment are inextricably linked. This is necessarily so since
there can be nothing to assess without a curriculum. More importantly, a curriculum
must have aims which should be translated into learning objectives or intended learners
behaviors. It is the assessment of learners in relation to the set objectives which informs
as to whether the aims of the curriculum have been realized.
Formerly, evaluation of student learning focused on factual content, and student
progress was assessed by using traditional strategies such as paper-and-pencil tests.
However, to evaluate students growth and development as critical and creative thinkers
or independent learners through assessing their progress within mathematics and other
areas of study, nontraditional strategies are required. More often than before, teachers
should rely on strategies such as observation, conferencing, portfolio assessment,
authentic assessment, oral and written assignments, and performance assessment
to gather information about student progress.

OUTCOMES
By the end of this chapter, students will be able to:
1. discuss the emphasis and focus of mathematics school curriculum; and
2. discuss the relationship between mathematics curriculum and assessment.

4.1

CURRICULUM EVALUATION

Who is responsible for the curriculum evaluation in Malaysia.

School curriculum changes inevitably with advances in learning and teaching theories
and rapid growth of information technology. New curricula developed and implemented
consequently need to be assessed whether these new curricula are being effectively
implemented and whether they are meeting the needs of students. Curriculum

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evaluation, at the national level, involves making judgments about the effectiveness of
set curricula. However curriculum evaluation at the classroom level may provide
information to the effectiveness of specific content of the curriculum based on
summative assessment conducted in the classroom.
In general, curriculum assessment involves gathering information and making decisions
based on the information collected, to determine how well the curriculum is performing.
The principal reason for curriculum evaluation is to plan improvements to the
curriculum. Such improvements might involve changes to the curriculum document and/
or the provision of resources or in-service program to teachers.
Curriculum evaluation tasks should be a shared and as collaborative effort involving
all major education partners in the country. In Malaysia for instance, the Malaysian
Examination Syndicate, various agencies from the Ministry of Education, teachers, and
experts may be involved to design and construct assessment instruments, validate,
field test, provide scoring, and interpret data. This task requires the cooperation of
school divisions and school boards for the successful operation of the program.
In the assessment phase, information will be gathered from students, teachers, and
administrators. The information obtained will indicate the degree to which the curriculum
is being implemented, the strengths and weaknesses of the curriculum, and the
problems encountered in teaching it. The information from students will indicate how
well they are achieving the intended learning outcomes and will provide indications about
their attitudes toward the curriculum.
Student information will be gathered through the use of a variety of strategies including
observations, performance tests (hands-on), paper-and-pencil tests (objective and
open-response), interviews, and surveys.
The information collected during the assessment phase will be examined, and
recommendations which are generated by a panel, will address areas in which
improvements can be made. These recommendations will be forwarded to the
appropriate authorities such as the Curriculum and Instruction Division, school divisions
and schools, universities, and educational organizations in the country.

4.2

THE MATHEMATICS CURRICULUM

What are the specific aims of Malaysias mathematics programme?

Mathematics is presented as a problem solving activity supported by a body of


knowledge, which will help our children understand the world about them and prepare
them to act effectively in work, in recreation and in their role as citizens.
Figure 4.1 shows the specific aims of our mathematics programme.

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Specific Aims of Mathematics Programme

To promote enjoyment and enthusiasm for maths.

To promote confidence and competence with numbers and their application in money and
measurement.

To develop the ability to solve problems through decision making and reasoning in a range of
contexts.

To develop practical understanding of the ways in which information is gathered and presented.

To explore features of shape, position and movement.

To understand the importance of mathematics in everyday life.


Figure 4.1: Specific aims of mathematics programme

The first set of mathematical objects considered in the curriculum is number and
quantity. Indeed, elementary mathematics is largely about these objects, and the
operations we carry out with and on them.

(a) Number/Quantity

integers [positive and negative whole numbers and zero]

rationals [fractions, decimals and all the integers]

measures [length, area, volume, time, weight]

reals [e and all the rationals]

complex numbers

vectors and matrices

Along with number and quantity elementary mathematics includes shape and space.

(b) Shape/Space

topological spaces [concepts of connected and enclosure]

metric spaces [with such shapes as lines/segments, polygons, circles, conic


sections, etc.]

In addition, students are to be made aware of pattern in the worlds of number and
shape. This leads to develop the idea of pattern as a mathematical object which
matures into function. This is the central mathematical object of the topics algebra
and calculus.

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(c) Function/Pattern

functions on real numbers [linear, quadratic, power, rational, periodic,


transcendental]

functions on shapes

There are several other mathematical topics that have less prominent roles in the elementary
mathematics. The most important among them are:
(d) Chance/Data

relative frequency and probability

discrete and continuous data (Some aspects of data collection, organization and
presentation can be done in the earliest grades but little, if any, data analysis; notions
of probability are not realistically addressable until late middle school.)

Why does chance or data topic play a less prominent role in elementary
mathematics?

In relation to the above curricula, learning mathematics takes up various processes.


The process of mathematics has many actions that are mathematics-specific. It also
involves actions that are properly regarded as general problem-formulating, problemsolving, and reasoning skills. These skills are divided into four categories:

modeling/formulating

transforming/manipulating

inferring/drawing conclusions

communicating

4.3

THE MALAYSIAN MATHEMATICS CURRICULUM


The aim of the Malaysian specified curricula for school mathematics is to
develop students with mathematical thinking and competence in applying the
knowledge effectively and responsibly to solve problems and make decisions
so as to cope with the challenges of the information age.

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Figure 4.2 shows the objectives of the Malaysian Mathematics Curriculum.

Malaysian Mathematics Curriculum Objectives

1.

Know and understand mathematical concepts, definitions, laws, principles and theorems related
to numbers, shapes and relationships.

2.

Reinforce and comprehensively use basic operations of mathematics.

3.

Master basic mathematics skills.

4.

Communicate and reason mathematically.

5.

Use mathematical knowledge and skills in problem solving and making decisions.

6.

Relate mathematical ideas with other disciplines.

7.

Use technology to build the understanding of concepts, acquire skills, solve problems and
explore mathematics.

8.

Make a habit of using mathematics logically, systematically, heuristically, accurately and


meticulously.

9.

Inculcate positive attitudes towards mathematics.

10.

Appreciate the importance and the beauty of mathematics.

Figure 4.2: Objectives of the Malaysian Mathematics Curriculum

Give your comments on the Malaysian Mathematics Curriculum


objectives listed in Figure 4.2 and justify your answer.

The organization of the school mathematics curriculum is based on three major areas
in mathematics. This is illustrated in Table 4.1.

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Table 4.1: Description of Three Major Areas in Mathematics

Three Major
Areas in
Mathematics

Numbers

Shapes and Space

Relationship

Description

Learning about numbers to develop students ability in doing


computations, estimation, analysis and problem solving. Numbers in
the secondary school mathematics is a continuation of what was
taught in the primary school.
Knowledge on shapes and space would enable students in solving
geometry-related problems effectively. It further develops students
thinking on visual and appreciation of aesthetic values abound in
shapes and space around us.
Knowledge on relationships between entities in mathematics, such
as laws, rules and theorems are basic to any mathematics
curriculum. It aids problem solving and communication in
mathematics.

Please refer to Unit 1 Chapter 1 SBEM3303 Methodology in Teaching Mathematics for a


detailed description of these three major areas in mathematics.

Additional Mathematics Curriculum


To achieve the aims of the curriculum, several factors are focused. Students active
involvement in the learning process is emphasized. The learning activities should involve
through their real life experiences so that this simulated experiences can encourage inquiry
and provide opportunities for students to reach certain conclusions or solve problem
independently.
The approach taken in planning the mathematics curriculum in Malaysia is that the subject
should be a friendly one and thus is planned or structured to meet the needs of students
regardless of their abilities. It is also important to emphasis mathematics as an enjoyable
subject, yet challenging to their intellectual development.
The mathematics curriculum provides a broad-based mathematical knowledge, essential for
students of higher learning in non-mathematically related areas of study mathematics
curriculum. The secondary curriculum provides the Additional Mathematics course for the
students who intend to embark on studies related to scientific and technological areas. The
content of this curriculum is said to be sufficient for further studies in related areas.
Learning of school mathematics emphasized the incorporation of the following standards in
mathematics classrooms vis--vis:
(1) Mathematics as Problem Solving
(2) Mathematics as Communication
(3) Mathematics as Reasoning
(4) Mathematics as Connections

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(1) Mathematics as Problem Solving


Teachers are expected to intentionally teach students on the heuristics of problem solving.
Although teachers are free to chose the strategy suitable for his/her students. They are
encouraged to follow those recommended by Polya (1974). Teachers are also encouraged
to stimulate mathematical problems based on their daily experiences. The curriculum
emphasis is on the relationships between mathematics and real life problems where
problem solving is the main focus.
(2) Mathematics as Communication
The curriculum clearly states that on the objectives in earning mathematics is to acquire
the ability to communicate ideas through the use of mathematical symbols or ideas. An
essential part of the curriculum is to help students attain the ability to comprehend
mathematical statements encountered.
(3) Mathematics as Reasoning
The main goal statements clearly states the students need to develop the ability to think
logically, systematically, creatively and critically. Although this is not clearly stated in the
syllabus, teachers guides and further elaboration of the syllabus specially encourage
teachers to use approaches that can simulate mathematical thinking and reasoning.
(4) Mathematical as Connections
Making the connections between mathematics studied in the class and material from
everyday life or the environment are explicitly stated in the documents accompanying
the syllabus. The curriculum suggests that making mathematical connections within
itself or across other areas of study is strongly suggested.

4.4

THE ASSESSMENT OF MATHEMATICS PERFORMANCE

With the specified mathematics curricula, educators and specifically teachers were to
undertake the task of delivering mathematics instruction. The guiding principles below will be
the curriculum objectives as specified by policy makers namely:
1.

Know an understand mathematical concepts, definitions, laws, principles and theorems


related to numbers, shapes and relationships,

2.

Reinforce and comprehensively use basic operations of mathematics,

3.

Master basic mathematics skills,

4.

Communicate and reason mathematically,

5.

Use mathematical knowledge and skills in problem solving and making decisions,

6.

Relate mathematical ideas with other disciplines,

7.

Use technology to build the understanding of concepts, acquire skills, solve problems
and explore mathematics,

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8.

Habitulise the use of mathematics logically, systematically, heuristically, accurately and


meticulously,

9.

Inculcate positive attitudes towards mathematics, and

10. Appreciate the importance and the beauty of mathematics.

Assessment of mathematical performance then can take place in the form of formative or
summative assessment. Results of the assessment can be used in different ways but most
critically is to improve classrooms instruction. Much too readily assumed is that the content
of the mathematics curriculum that is taught will be made to match what appears in
standardized or non-standardized tests. Mathematics assessment thus serve both summative
and formative functions. On occasions it also provides early insights into students difficulties,
errors and misconceptions.
Assessment should truly reflects the curriculum in all its different facets of content and approach
and do not over-emphasize one aspect of mathematics, say number, to the detriment of
others, such as shape and space, or algebra. Accurate teacher assessment can be achieved
only if it is informed by knowledge and awareness of children of mathematical performance
over a period of time involving both informal and formal assessment procedures. In recent
years greater emphasis has been placed upon informal assessment of children in a normal
class-room environment. Teacher observation of children working on mathematical activities,
and discussing with other children the methods they could use and the outcomes achieved,
has been a substantial contributory factor in the overall assessment of children in primary
schools. This approach, whilst considered to be manageable in the context of classroom
organization, has major disadvantages. It not only relies on teachers having the expertise to
recognize appropriate behavior worthy of accreditation towards a grade or level, but requires
that they identify it when it occurs in what often is a learning experience for the children.
Observation of children is usually supported by teachers building up, for each child, a portfolio
of work which is representative of their normal performance. A portfolio is a collection of
childrens work which may include pages of calculations, assignments, projects and
investigations, as well as reports of mathematical activities which have been completed as
part of a childs normal classroom experiences. Reliable assessment of children requires
evidence that children can perform consistently at different times and in a variety of contexts.
If portfolios are used to assist teachers in their assessment, then it is essential that criteria be
established which enable teachers to select work which accurately represents childrens
normal performance. It is all too easy to be exited by a very good piece of work produced by
a child and include it in a portfolio when the work, for that child, is extraordinary and not truly
representative.
In the British education system, a view of mathematics has emerged that is mathematics is
a process as well as subject content, and that learning mathematics must involve learning
or experiencing the processes of mathematics. The processes in this context include the
selection, assembly, and application of knowledge and skills appropriate to the situation or
task. Thus basically, it is suggested that learning mathematics should involve investigating
and solving non-routine problems in mathematics. This in turn allows development of process
skills such as conjecturing, collecting data, analyzing, generalizing and proving.

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How does the curriculum address a classroom of students with diverse


mathematical backgrounds? Are there problems and exercises for
students who need reinforcement? Are there problems and exercises for
students who would like to explore a concept in greater depth?

SUMMARY
This chapter discusses the emphasis and focus of mathematics school curriculum and
the relationship between mathematics curriculum and assessment. Among the topics
discussed were evaluation of mathematics curriculum and additional mathematics
curriculum.

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