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EUROPE
Presented by:
FERI HERAWATI /17029091
EUROPE?
What do you think???
In Latvia
use in the development of
their individual school plans.
Schools have extensive
B C each school is obliged to have
a syllabus for mathematics
that is developed either by the
autonomy in defining the
school or selected from the
subject content that will be
example programmes
taught to reach the attainment
developed by the State
targets.
Education Centre (2).
Upper secondary
education
Lower secondary
education
Evaluating the effectiveness In evaluating curriculum effectiveness
of the curriculum through the results of national or
implementation regional student assessment,
Most countries attempt to assess countries consider not only the main
the effectiveness of the trends in student results, but also the
implementation of the curriculum. effects of, for example, the social
This evaluation is carried out in background of students. They look for
diverse ways in the different differences between regions and
European countries. However, in schools
the majority of countries,
curriculum effectiveness is mainly
evaluated through the national
student assessment process.
Standardised tests and centrally
set examinations, where one of
its objectives is to evaluate the
implementation of the curriculum,
are carried out in almost all
analysed educational systems.
Section 3
Learning objectives and
mathematics content and
competences in the
curriculum
Learning objectives
ALGEBRA
In general, the three algebra topics
are found almost exclusively in
NUMBER secondary education. 'Find sums,
are present in all products, and powers of
European countries in expressions containing variables'
both primary as well as A and 'evaluate equations/formulas
15% - 20%
80 - 85%
learning time in primary education.
Full autonomy
Limited autonomy
Levels of autonomy for
Full autonomy and financial
choosing mathematics incentives for approved books
textbooks,
ISCED levels 1 and 2, 2010/11 No school autonomy
Monitoring and reviewing consistency
between curricula and textbooks
Figure 1.11: Monitoring the consistency between textbooks and the mathematics curriculum, ISCED levels
1 and 2, 2010/11
SUMMARY
In order to ensure that mathematics teaching continues to meet the changing needs of modern society,
European countries set down regulations and recommendations in a variety of steering documents that differ
in their degree of prescription and detail. However, the curriculum, or more generally, a central document
defining the objectives, learning outcomes and/or content for mathematics, must be adhered to in the vast
majority of European countries. Nevertheless, after taking into account the centrally defined curriculum
framework, schools often have a large degree of autonomy to organise teaching and learning in ways that
meet the needs of their students and/or local circumstances.
The most common way to disseminate the curriculum and other steering documents for mathematics
teaching is through dedicated websites. In addition, many countries distribute printed copies of the
curriculum to each school.