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Communication Dans Un Congrès Année : 2023

Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations -do they align?

Stig Eriksen
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  • PersonId : 1340559
Pauline Vos
  • Fonction : Auteur

Résumé

In 2020, a new Norwegian mathematics curriculum formally defined five competencies as pillars for mathematics learning, such as exploring, reasoning, representing, generalizing, or modelling. Shortly after the curriculum's launch, example tasks were published to show what type of tasks could come in the national standardized examinations. Within our theoretical framework, we interpret both the described competencies and the example tasks as resources in a discourse on an intended curriculum. We studied their alignment, namely, the extent to which the competencies were needed to solve the example tasks. We developed a scoring analysis with good inter-rater reliability. We found that the competencies were mainly needed for tasks for the theoretical stream and hardly for practical streams. Also, modelling was virtually absent. The first published example tasks communicated the ideals of the intended curriculum better than those published later.
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Dates et versions

hal-04413504 , version 1 (23-01-2024)

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  • HAL Id : hal-04413504 , version 1

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Stig Eriksen, Pauline Vos. Formal intentions in a new mathematics curriculum versus example tasks published before the standardized examinations -do they align?. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04413504⟩

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