Reconstructing Curriculum in Mathematics

Review of curriculum project

Table of Contents
Introduction......................................................................................................................................1
Preferred Theoretical Foundations – CIPP Model for Curriculum Evaluation...............................1
Preferred Design and development models.....................................................................................2
Instructional Design Model.........................................................................................................2
Current Curriculum Model..........................................................................................................3
Reconstructing Curriculum in Context............................................................................................3
Subject Outline and learning outcomes...........................................................................................4
Subject teaching and learning, Student participation and assessment.............................................5
Subject teaching...............................................................................................................................6
Reflection and Conclusion...............................................................................................................6
REFERENCES................................................................................................................................8

Introduction
Change in curriculum refers to a learning process, where teachers and other associated staff
in educational institutions adopt new pedagogical style for teaching students. Kelly and et. al.
(2009) defines Curriculum as planned and guided experience of learning, through systematic
reconstructing the learning outcomes and knowledge for continuous and wilful growth of
learners. Good understanding of change as well as clear conception of such curriculum are
essential conditions for improving the learning environment by implementing new curriculum
into practice. In this regard, better use of change skills and knowledge is required for successful
curriculum development (Velempini and Randolph, 2019). Therefore, education leaders, policy‐
makers and teachers are needed to know more related to drivers of successful curriculum change
in mathematical course. In this regard, by analysing the current course of maths, learning about
educational change including the key features is essential to reconstruct the syllabus.
Mathematics refers to the most important subject that nurtures the power of reasoning,
spatial thinking, reasoning, critical thinking and solving real life problems (Reimers and Chung,
2019). In educational context, it provides the efficient way of developing and increasing mental
abilities as well as understanding other subjects (Science, Arts, Social Studies etc.) also. In this
regard, to provide knowledge regarding with mathematics, it is essential to construct curriculum
and adopt effective pedagogical style as per particular age group of children or class-wise.
Under the present report, an analysis is done on the current Bhutan syllabus which is set for
educating mathematics from Class PP to XII, a conceptual is evaluated among them (Pourdavood
and Liu, 2019). It results in increasing a substantial leap from concept to concept, therefore, a
detailed understanding is provided to acknowledge how set curriculum especially for Class V,
help learners of this standard to develop mathematical skills. By outlining the plans for
evaluation and implementation, a discussion is also made on the principle of teacher leadership,
in respective process of reconstruction with rationale to make changes in overall plans.
Preferred Theoretical Foundations – CIPP Model for Curriculum Evaluation
For reconstructing the curriculum of mathematics, CIPP Model is taken as preferred
theoretical foundation. It refers to Context, Input, Process and Product which is propounded in
1971 by Daniel Stufflebeam, focus mainly on decision making process at each stage of
reconstruction of curriculum. For curriculum evaluation and monitors how the teaching process
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