of different printings consisted of content covering curriculum in each level by classifying into lessons for the teachers’ convenience in organize their instruction. Therefore, they were familiar to teaching by the texts as if they were curriculum. The National Educational Curriculum in recent time, the Ministry of Education by Department of Academic, followed up and conducted research for curriculum development throughout the time. In addition, the research findings found that the present curriculum was used for more than 10 years. The curriculum use wasn’t be able to develop the basis for thinking or constructing Thai people’s learning technique in organize and life skill (Ministry of Education, 2001). In addition to the information from the 10th issue of National Economic and Social Development regarding to guidelines for developing human beings in Thai society, and the focus of Ministry of Education in developing youth into the 21th century, the revision of Basic Education Curriculum 2001 was revised in order to be core curriculum of Basic Education 2008 with clearness both in objective of curriculum in developing the students’ quality development, and skill process in putting curriculum into practice in The Educational Service Area and schools (Ministry of Education, 2008, p.2). In practice, the movement of curriculum into classroom didn’t include the clear guidelines determined by curriculum. In the US according to the Education Alliance (2006), Standards-based instruction in mathematics is designed to clearly identify what students should learn at each level. Standards provide more than a curriculum framework as they delineate the skills, concepts and knowledge that are to be mastered. For successful standards-based implementation,
teachers must understand the rationale for using standards, know applicable national and state standards and use them as a basis for planning instruction, and implement best practices instructional strategies. Essential characteristics of an effective standards-based mathematics classroom include: · Lessons designed to address specific standards-based concepts or skills. · Student centered learning activities. · Inquiry and problem solving focused lessons. · Critical thinking and knowledge application skills · Adequate time, space, and materials to complete tasks. · Varied, continuous assessment, designed to evaluate both student progress and teacher effectiveness. (Teaching Today, 2005a)
Chapter 3 Methodology This chapter presents and describes the research design, research locale, subject respondents, sampling procedures, research instruments, and validation of instruments, conduct of the study, management of classes, data collection procedure, and the treatment of the data.
You've reached the end of your free preview.
Want to read all 32 pages?
- Spring '03
- Mathematics education, Teaching Mathematics