Adaptation of the curriculum through schemes of work and shared lessonsources: The Case of Algebra in key stage 2 mathematics programme ofstudy
Başlık çevirisi mevcut değil.
- Tez No: 756615
- Danışmanlar: Belirtilmemiş.
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Matematik, Education and Training, Mathematics
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2016
- Dil: İngilizce
- Üniversite: University of London - University College London
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 120
Özet
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Özet (Çeviri)
This study aims to analyse how the intention stated in the National Curriculum for England (NC) of introducing the abstract idea of letters in algebra to young learners transfers to lesson planning. There being a small number of studies on early algebra undertaken in the UK, the scarcity of studies about early algebra curricula, and the fact that the new NC for primary mathematics not only is comprised of new features and excludes some of the objectives which were included in the previous curriculum regarding algebra motivated me to conduct this study. One of the ways to explore the adaptation of the National Curriculum would be by investigating the educational supplements since these are the major sources that teachers draw upon when planning their lessons. This study thus used schemes of work as data sources and integrated features of the case study approach and documentary research. The process of analysing the data began with the development of relevant categories for describing, classifying, and interpreting data. The analysis focused on four elements of schemes of work: mathematical content, teaching, time and assessment. Based on Philipp's (1992) categories, whether the different uses of letters are encouraged in the documents of classroom planning was also examined. The findings suggest that both schemes of work seem to adopt the approach stated by the NC partially. Although they take the NC's intention into consideration, some limitations were identified when introducing the mathematical use of letters in the documents. Furthermore, the data indicates that letters are mostly used to represent variables and unknowns but not to represent generalised numbers. The evidence also shows that the resources used to shape a scheme of work play an important role in what content the scheme of work will have and what form it will take. Overall, this thesis contributes to a better understanding of issues related to classroom planning concerning teaching algebra in Year 6.
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