Research purposes: On the basis of theoretical and practical research, the sis clarifies the content of conceptual thinking concept with Mathematics curriculum development at the primary level. Propose measures to train the adaptative skill to Mathematics curriculum development at the primary level for students of primary education to contribute to improving the quality of teacher training to meet the requirements of fundamental and comprehensive innovation of Education and Training.
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MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
NGUYEN THI PHUONG NHUNG
TRAIN THE ADAPTATIVE SKILL TO MATHEMATICS CURRICULUM DEVELOPMENT AT THE PRIMARY LEVEL
FOR STUDENTS OF PRIMARY EDUCATION
Major: Mathematics Theory and Teaching Method
Thesis Code: 9140111
SUMMARY OF PHD THESIS ON EDUCATIONAL SCIENCE
Science instructors:
1 Assoc Prof Dr Nguyen Chien Thang
2 Dr Nguyen Thi Chau Giang
NGHE AN - 2020
Trang 2The work has been completed at Vinh University
Science instructors:
1 Assoc Prof Dr Nguyen Chien Thang
2 Dr Nguyen Thi Chau Giang
The sis can be found at:
- Vinh University Library
- Viet Nam National Library
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1 The rationale of the research
1.1 Development of education programs to create changes to adapt to the innovation requirements of general education
1.2 The industrial revolution 4.0 requires the development of educational programs as a solution to the challenges and opportunities for teacher training in pedagogical s
1.3 Developing programs to train students majoring in primary education with the orientation
to equip competency and professional values to meet the requirements of the general education program
1.4 The purpose of training students the skills to adapt to the development of mathematics curriculum at the elementary level is to equip them with knowledge, skills and attitudes to meet the output standards of primary education in pedagogic universities
1.5 Developing educational programs in Mathematics in the primary level in Vietnam
In the context of the country's international integration, the general education program is
in the process of innovating towards the capacity to meet the requirements of the society, we
decided to choose the dissertation's research project: Train the adaptative skill to Mathematics
curriculum development at the primary level for students of primary education
2 Research purposes
On the basis of theoretical and practical research, the sis clarifies the content of conceptual thinking concept with Mathematics curriculum development at the primary level Propose measures to train the adaptative skill to Mathematics curriculum development at the primary level for students of primary education to contribute to improving the quality of teacher training to meet the requirements of fundamental and comprehensive innovation of Education and Training
3 The subjects and objects of the research
3.1 The subjects of the research
The process of practicing adaptive skills for students of primary education with a
bachelor's degree in education
3.2 Objects of the study:
Adaptive skills to Mathematics curriculum development and a system of adaptive skills
to train students in primary education
4 Scientific hypothesis
On the basis of clarifying the content of the concept of adaptive skills Mathematics curriculum development at the primary level, if the basic elements are selected and proposed appropriate training measures to ensure the science and ability the exam can help students adapt
to Mathematics curriculum development at the primary level, thereby contributing to meeting the output standards of the primary education pedagogical industry
5 Research tasks
5.1 Theoretical research task: Clarifying the concept of adaptive skills to Mathematics curriculum development at the primary level; identify the component skills of adaptive skills to curriculum development in Math at the primary level
5.2 Practical research task: Find out and evaluate the current situation of adaptive skills
to Mathematics curriculum development at the primary level for students of primary education
5.3 Propose measures to practice adaptive skills Mathematics curriculum development
at the primary level for students of primary education and conduct pedagogical experiment to test the effectiveness of adaptive skills to practice measures and proposed evaluation options
6 Scopes of the research
- Mathematics curriculum and contents at the primary level in Vietnam and some other
Trang 48.2 In recent years, although the pedagogical s have made many innovations in training adaptive skills Mathematics curriculum development at the primary level have not been really interested, so it is necessary to have measures to practice adaptive skills to students of primary education.
8.3 In order to improve the effectiveness of adaptive skills training to the primary level Math curriculum development for students of primary education, it is necessary to practice skills: analyzing curriculum and textbook of Mathematics at the primary level; transform curriculum in Mathematics; planning of teaching Mathematics at the primary level has been changed to evaluate curriculum of Mathematics at the primary level; manage the change of curriculum in Mathematics at their the primary level
9 Contribution of the sis
9.1 From theoretical perspective
- Clarifying the concepts of adaptive skills to; adaptive skills to major curriculum development in Math at the primary level
- Determine the basic elements of adaptive skills to curriculum development in Math at the primary level
- Develop and design measures to practice adaptive skills to with Mathematics
curriculum development at the primary level for students of primary education
9.2 From practical perspective
The sis can be used as reference material for lecturers to contribute to improving the efficiency of Mathematics curriculum development and practice adaptive skills to students of primary education in the training process
10 Thesis structure
In addition to the introduction, conclusion, recommendation and reference list, the sis
includes 3 chapters: Chapter 1 Theoretical and practical basis of the adaptive skills to Mathematics curriculum development at the primary level for students of primary education
Chapter 2 Some measures for training the ability to adapt to to Mathematics curriculum development at the primary level for students of primary education
Chapter 3 Pedagogical experiments
Trang 5Chapter 1 THEORETICAL AND PRACTICAL BASIS OF THE ADAPTIVE SKILLS TO MATHEMATICS CURRICULUM DEVELOPMENT AT THE PRIMARY LEVEL 1.1 2.1 Literature review
1.1.1 Research on career adaptation
1) 1 An overview of research overseas
Take a look at the studies of some authors like E.A Ermolaeva, A.E Golomstoo, G.J Pine, We found that the authors mentioned the concept of job adaptation, the subjective and objective factors affecting job adaptation as well as the indicators specific to career adaptation Most authors tend to think that: Job adaptation is the process of adapting to the working characteristics and conditions of the working process; career adaptation is the process of perceiving, changing emotions and acting with the profession
2 Overview of domestic research
Taking an overview of the research results of some authors Nguyen Xuan Thuc, Nguyen Van Ho, Duong Thi Nga, We find that: Adaptation to learning activities, job adaptation through practice, young teachers' adaptation in professional activities However, in the field of primary teachers training, how to make pedagogical students adapt to curriculum development
in Math at the primary level is a new issue
1.1.2 The situation of research on educational program and curriculum development
1 An overview of research overseas
From the above studies of the authors H Taba, P.F Oliva, A.C Ornstein, we found that in the world, the authors have studied a lot on the concept, the approaches to the teaching curriculum, the teaching system, the structure of the educational curriculum, the principles of the development of education and the process of educational development
2 An overview of research in Viet Nam
The process of building the educational curriculum of our country from the point of leaning towards traditional experience and reference to the curriculum of some countries around the world, there have been research activities on the educational curriculum in which the educational curriculum is more interested, with many associations organized scientific seminars and published studies of some authors: Nguyen Huu Chau, Nguyen Van Khoi, Dao Thai Lai, Nguyen Vu Bich Hien, We have some comments:
- Development of educational curriculum has become one of topics of concern at different levels
- Developing the general educational curriculum is considered the most important matter and it has gradually been improved in terms of theory Research content has gradually covered the main areas of educational curriculum
- Research content and achievements have a close relationship with the practice of building educational curriculum in Vietnam
1.1.3 Overall Assessment
1.1.3.1 The issues have been studied
Through an overview of domestic and foreign research, we find that:
- About curriculum development of primary education is interested by many authors to research: The concept of educational curriculum and teaching education, approaches to educational curriculum, evaluation criteria of educational curriculum, models and processes of educational education
- On the issue of adaptation: There have been many authors researching on the concept
of adaptation, adaptation to learning activities, adaptation to learning environment, especially adaptation to professional activities of students
Trang 61.1.3.2 The issues have not been covered
For the field of pedagogical bachelor training, the question of how to adapt students to the teaching education is an open issue that has not been studied Therefore, this once again confirm the necessity of the implementation of the research
1.1.3.3 Issues need to be further studied
Theoretical research, clarify the current situation and propose measures to practice adaptive skills Mathematics curriculum development at the primary level for students of primary education
1.2 1 Some basic concepts
1.2.1 Adaptive Skills
1.2.1.1 Skills
We agree with the concept: Skills are the application of existing knowledge and
experience into practical activities (or actions) in specific conditions to perform activities (or action) results according to the purpose set out.
1.2.1.2 Adaptation
Adaptation is the change (psychological) of the subject in terms of perception, skills and attitudes to overcome difficulties and challenges to respond to changes (new requirements) of the environment (activity) to help the subject work in a proactive, flexible and effective way
1.2.1.3 Adaptive Skills
From the above analysis, we believe that: Adaptive skills are the application of the
subject's existing knowledge and experience or restructure them to overcome difficulties and challenges to cope with variables change (or new requirements) of the environment (or activity)
to help the subject work in an active, flexible and effective way
1.2.2 Developing the Mathematics curriculum at the primary level
1.2.2.1 Mathematics curriculum at the primary level
The Mathematics curriculum at the primary level is the concretization of the Mathematics curriculum at the national and local level into the house primary s so that it is suitable for the conditions of the school, of students and related parties on the basis of ensuring and meeting the requirements of the Mathematics advanced curriculum
1.2.2.2 Mathematics curriculum developing at the primary level
Developing the Math curriculum at the primary level is the process of concretizing the curriculum of Mathematics at the national and local level because teachers are flexible and proactive set goals, select content and implementation methods to evaluate, amend, and complete math curriculum to suit the reality of the school and the perception of primary students to meet the educational objectives
Mathematics curriculum development in at the primary level has the following:
- Analyze the meaning, role and origin of mathematical knowledge
- Transforming knowledge of Mathematics curriculum at the elementary level into specific teaching situations to deploy and implement the curriculum
- Demonstrating the dialectical relationship between the knowledge through the process
of analyzing curriculum and textbooks of Mathematics at the primary level
- Connecting mathematical knowledge with practice
- Applying mathematical knowledge in specific contexts
- Concretize the curriculum of Mathematics at the national level into the curriculum of primary s
- Exploiting core issues in curriculum of Mathematics at the primary level
1.2.3 Skills to adapt to Mathematics curriculum development at the primary level
The skill to adapt to the curriculum development in Math at primary level is the
Trang 7application of knowledge and experience in curriculum development Mathematics at primary level has been or has been accumulated, transformed, perfected through the process of learning and training to get used to the changes of the curriculum by the subject actively and flexibly based on the individual's psychosocial conditions
1.3 Mathematics curriculum development at the primary level
1.3.1 Mathematics objectives and contents at the primary level
1.3.1.1 Mathematics curriculum targets at the primary level
1.3.1.2 Mathematics curriculum at the primary level
1.3.1.3 Levels of the Mathematics curriculum
The Mathematics curriculum at the primary level has the following levels: The Mathematics curriculum at the national level, local level, school level, and the grade level In this study, we are interested in Mathematics curriculum at school level and at classroom level
Example 1.1 Content of flat and cubes (Mathematics curriculum for grade 1, 2018) Description
- Correctly pointing out the position, spatial orientation:
above - below, right - left, front - back, in the middle
- Give examples of position, orientation
in space: top-bottom, right - left, front - back, middle
- Correct the location
of objects
Teaching activities:
+ Around the classroom (things above - below, right - left, )
+ Which part of the body (head, arms, legs, eyes, ) is above-below, front-to-back,
+ Tell a story about going to buy pizza at the supermarket
+ Visit the toy store and indicate the locations of objects in the store
1.3.2 Content of development curriculum for Mathematics at the primary level
1.3.2.1 Content Mathematics development curriculum in primary school level
1) Analyze specific school contexts and conditions
2) Orientation to adjust the structure of teaching content in mathematics in the primary level
3) Develop a plan to adjust the -level math teaching content
4) Renovate methods and forms of organization for primary math grade assessment testing
5) Design, implement and evaluate curriculum of Mathematics at the primary level
1.3.2.2 Content of Mathematics development curriculum grade level
1) Curriculum development principles in Math at grade level
2) The main activities that need to be implemented in the classroom-level Mathematics education instruction
3) Curriculum development process in Math at grade level
1.4 In terms of skills for adapting to Mathematics curriculum development at at primary level
1.4.1 Identify difficulties and challenges
In the face, primary teachers encounter challenges when performing the above tasks:
Trang 8- The viewpoint ensures the openness leads to the teaching curriculum with new features that require the teacher to demonstrate the capacity and experience in teaching organization
- The curriculum of primary education is an open curriculum, so it only stipulates the teaching time of Mathematics at the primary level in the year, does not specify the time to each week, so teachers together with the professional team must actively build and adjust the teaching planning in accordance with the situation of the school
- For each lesson, for each unit of knowledge in the Math curriculum at the elementary level, the teacher is flexible in changing objectives, orienting content, choosing teaching methods to appropriate teaching activities in accordance with the pace of acquisition, students' levels and needs to learn math, class size, facilities conditions for learning activities
- The trend of curriculum development changes very quickly, there are many new achievements of educational science that need to be added in time to the curriculum development, so teachers cannot ignore or resist the change but need to prepare the mind for adaptation
- One of the other difficulties that teachers face is curriculum evaluation and curriculum implementation Teachers need to look back and evaluate the curriculum in the curriculum development process in order to then review, adjust, and improve the curriculum to suit the reality of primary school
1.4.2 Demonstrations of adaptive skills need to equip students
- Identify difficulties and challenges when curriculum development through analyzing curriculum of Mathematics at the primary level
- Initially, the assessment of the curriculum of Mathematics at the primary level has been developed in the following aspects: deepening, expanding and novelty
- Change the curriculum of Mathematics for Mathematics in accordance with the specific conditions of the school
- Establishment of teaching plan for Mathematics at the primary level with curriculum has been changed
- Managing the change of curriculum in Mathematics at the primary level
1.4.3 Compare math curriculum content access with math curriculum competency access
If curriculum aims to simply imparting knowledge to answering the question "After completing the program, what do students know?" The program aims to develop the qualities and competencies of learners will have to answer the question: "After completing the program, what can students do?" Therefore, the new approach leads to a change in the elements of the curriculum of Mathematics
Example 1.6 Comparing the content Geometry in the knowledge circuit Geometry
factor (Grade 1) according to the content approach and Intuitive geometry in the knowledge circuit Geometry and measurement (Grade 1) according to the competence approach
With the geometry content of the two programs, ask students to draw the similarities: Equip knowledge of flat geometry for students at the level of identification and practice The difference is: Content-based curriculum has the following sets of knowledge: points; straight segment; points inside and outside of figures; practice drawing straight lines, but for the program according to the competency approach, this content is not available
1.5 Training the skills the adaptative to Mathematics curriculum development at the primary level for students of primary education
1.5.1 Purpose of training
In order to help students of primary education adapt to the changes of curriculum at the national level, adapt to the Mathematics curriculum development at the local level, at the school
Trang 9level and especially at the classroom level through the proficient implementation of skills
1.5.2 Content of training
1.5.2.1 Mathematics curriculum analysis skills at the primary level
Mathematical analysis skills at the primary level have a role to help primary teachers: Understand the overall structure and structural characteristics of the curriculum; knowing the objectives and basic contents of each knowledge circuit, the relationship between knowledge circuits and seeing the role, position and meaning of each knowledge circuit; knowing the position of the content and teaching periods in the curriculum system and the relationship between them; understand the required level of knowledge and skills in each chapter, each part
to each lesson; discovered the pedagogical intentions of curriculum [93] In addition, analyzing the curriculum of Mathematics can also help students analyze modern math bases of teaching mathematics in primary s to understand the meaning and nature of scientific knowledge that is shown to become knowledge regulations in curriculum and textbooks need to be taught, it is necessary to screen scientific knowledge with the impact of social communities: curriculum
researchers, mathematicians, educators, (also called knowledge's program)
Example 1.9 Solve the problem in primary -level: Write the appropriate value for the
expression in a blank cell:
1.5.2.2 Skills for assessing Mathematics curriculum at the primary level
From the perspective of assessing the curriculum of Mathematics at the at the primary level, it is the collection of information about the curriculum, systematic activities, in a process
to test an aspect or the whole of curriculum: objectives, content, duration, execution conditions
to make necessary decisions for the curriculum in terms of depth, expansion, novelty
Example 1.10 Evaluate the knowledge circuit
to solve math problems with text in curriculum
of Math 2000, particularly in grade 1: Not
consistent with the perception of students in
grades 1, 2, 3; Students have difficulty writing
solutions to problems and math units The
curriculum focuses on how to present a math
problems without focusing on the meaning and
application of operations "addition" in reality
1.5.2.3 Skills to adapt the Mathematics programs at elementary level to suit specific conditions
Based on the main activities Math curriculum development of the primary level, we realize that students need to have skills to change the elements of the Math teaching process on the basis of analyzing the situation and evaluating the Math curriculum at primary level:
Trang 10a) The skill of defining goals: The changing of the goals here is that students need to
identify and present the behavioral indicators (level) needed to achieve after each lesson to work towards the formation of what competencies for students? Therefore, to define goals, students determine the competencies that need to be formed for pupils, the requirements need to be met through behavioral indicators
Example 1.11 Addition problems 14 + 3 (Math 1, Kite Book Set) goals:
- Say how to do addition 14 + 3
- Write the addition 14 + 3
- Perform the addition problem in the range of 20 horizontally and vertically
- Mentally add up some simple calculations
- Forming the capacity of mathematical thinking and reasoning, the capacity to solve mathematical problems, the capacity to communicate in mathematics
b) Skills to select teaching content according to identified objectives: Students need to
have skills to choose the content of teaching Mathematics to suit the objectives of the curriculum
of Mathematics which have been identified, in accordance with the conditions of the 's facilities,
the conditions of teachers and students, parents and students' awareness
Example 1.12 With the topic of teaching Numbers in the range of 10 (Math 1), the
teacher can choose the teaching content on the basis of analyzing the situation of the facilities and awareness of students:
- Option 1: Lesson: Numbers 0, 1, 2, 3, 4, 5; Lessons: 6, 7, 8, 9, 10
- Option 2: Lesson: Numbers 1, 2, 3; Lesson: Numbers 4, 5; Lesson: Number 6; Lesson: Number 7; Lesson: Number 8; Lesson: Number 9; Lesson: Number 10
- Option 3: Lesson: Numbers 1, 2, 3; Lesson: Numbers 4, 5, 6; Lesson: Numbers 7, 8, 9; Posts: Number 0; Lesson: Number 10
c) Skills to choose teaching methods and forms of teaching organization in Mathematics:
When starting to conduct teaching activities, students need to base themselves on the following conditions to choose traditional teaching methods and active teaching methods based on understanding the specific objectives of each lesson, and students can classify the types of lessons corresponding to the teaching methods
Example 1.15 Lesson "Number 1, 2, 3" (Math 1, Kite book) or lesson "Rectangles -
Quadrangles" Math textbook 2 with the support of visual methods will be better For the problem "Solving with two calculations" in Math Textbook 3 (2006), the lesson "Reducing fractions" or the problem "Adding two fractions other than denominators" in Math Textbook 4 (2006), it is not necessary to use figures visual images to support students in finding solutions; form of practice and practice can use practical teaching method - practice, differentiated teaching method, For example: "Practice" and "Practice" or "Review at the end of the year"
in Math textbooks of the classes
d) Skills of using information technology and modern teaching equipment in teaching Mathematics at the primary level: Mathematics curriculum has increased the use of information
technology and teaching facilities modern With the knowledge learned, students can practice designing e-lectures, know how to exploit and use the Internet in combination with teaching software such as Violet, FreeMind, iMindMap, Maple
Example 1.24 In the activity of creating excitement in the direction of forming the
capacity of the lesson: Subtraction within 5 (Math 1), the teacher organizes the students to watch
the video "picking apples on the tree" (Video shows the image of a branch with 5 fruits apple, teacher uses effect to pick one fruit)
1.5.2.4 Planning skills to teach Mathematics at the primary level
The skill to formulate the planning of teaching Mathematics at the primary level is one
Trang 11of the skills that students need to practice to form and develop adaptive skills Students must be guided to develop the teaching plan for the whole school year of each class and the teaching plan for each period (writing lesson) with specific contents:
a) Teaching plan for the school year: It is necessary to perform the following tasks:
i) Math curriculum analysis
ii) Analysis of students' characteristics
iii) Learning environment analysis
iv) Building the Mathematics programs:
I Purpose
II Objectives
III Teaching plans
Time Description Duration
Organizational form of teaching, teaching method
Teaching facilities
b) Teaching plan for each period: Each teaching plan can contribute to the formation
and development of mathematical competencies as a process in the teaching cycle of developing mathematical competencies for primary students based on the structure of the lesson with 3 parts: Objective of the lesson; Content preparation of the lesson; Prepare Teaching activities in
4 phases: create excitement - explore - practice - apply
1.5.2.5 Skills to manage the change in Mathematics curriculum in the primary level
We introduce to students some steps in the change management process:
Bảng 1.2 Steps to manage the change in Mathematics curriculum in school
1 Analyze the school situation and the changes of curriculum in Math at the primary
level (strengths, weaknesses, opportunities, challenges)
2 Make a plan to implement the curriculum change of Mathematics at the primary level for oneself
3 Assigning tasks to departments and individuals, identifying relationships between departments and individuals in the process of implementation
4 Foster awareness for the team about the importance of making changes to be concerted, determined to make changes
5 Fostering and training the ory of making changes
6 Mobilize financial resources and facilities and equipment for change
7 Pilot implementation, learn from experience
8 Mass deployment throughout the school
9 Check and evaluate the implementation throughout the chool
10 Conclusion
11 Consolidate, keep the results achieved and curriculum development in the next time
1.5.3 How to practice adapt skill to Mathematics curriculum development at the primary level for students
the curriculum
level through pedagogical training activities
1.5.3.3 Skills training to adapt to the development of mathematics at the primary level
Trang 121.5.5 Criteria for assessing the adaptive skill to Mathematics curriculum development
at the primary level for students the primary education
1.5.5.1 Principles for developing evaluation criteria
The evaluation criteria for adaptive skill to Mathematics curriculum development at the primary level for students the primary education should ensure the following principles: 1) Ensuring the appropriateness; 2) Ensuring reliability; 3) Ensure practicality and feasibility; 4) Ensuring the specificity and independence; 5) Popularity guarantee
1.5.5.2 Assessment criteria
Building evaluation criteria and adaptive skills to Mathematics curriculum development
at the primary level, we propose the following 5 criteria and 15 behavioral indicators
1.6 The situation of skills training to adapt to the development of Mathematics program
at the primary level for students majoring in primary education
1.6.1 Purpose of the survey
Conduct a survey to find out and evaluate the advantages gained, the limitations that need to be overcome, point out the causes of the current situation to propose measures of adaptive skills to practice with Math curriculum development at the primary level for students
of primary education
1.6.2 Respondents of the survey
- Survey unit: Hanoi Pedagogical University 2; Hong Duc University; Vinh University; Tay Nguyen University; Primary school in Nghe an province
- Participants surveyed: Students in the 3rd year and 4th year: 495 students; Lecturers of primary education s: 20 lecturers; Primary Teacher: 45 teachers
1.6.3 Content of survey
1.6.3.1 The situation of train the skills the adaptative to Mathematics curriculum development at the primary level for students of primary education in pedagogical universities 1.6.3.2 The situation of train the skills the adaptative to Mathematics curriculum development at the primary level for students of primary education
1.6.3.3 The situation of train the skills the adaptative to Mathematics curriculum development at the primary level for primary teachers
- Direct consultation of practice teachers in Nghe an province
1.6.5 Results and analysis of survey results
Strengthening adaptive skills training with Mathematics curriculum development for students of primary education in pedagogic universities
1.6.6 General assessment of the situation
Through the survey of the current situation, we found that the practice of adaptive skills
Trang 13training Mathematics curriculum development at the primary level of the pedagogical s training primary education has been interested, spent a lot of time, but there is no training process, specific training leads to low efficiency
CONCLUSION OF CHAPTER 1
Content of Chapter 1 has contributed to clarify the oretical and practical bases of adaptive skills training activities with the Mathematics curriculum development at the primary level for students of primary education:
1 Developing Mathematics curriculum at the primary level is a regular, continuous and continuous process in accordance with the trend of socio-economic - political development in a specific historical period of each country
2 The perspective of building the curriculum of Maths 2018 is a new direction that allows s, teachers and students to be proactive, flexible and flexible in the development of the level curriculum based on appropriate national and local curriculum
3 Adaptive skills the Mathematics curriculum development at the primary level include the basic elements: Knowledge of Mathematics to adapt to curriculum development; the degree
of teacher activeness in curriculum development; degree of flexible application
4 Adaptive skills to the Mathematics curriculum development at the primary level include the following components: Analyzing curriculum of Mathematics at primary level; assess; planning the curriculum and the change management of Mathematics curriculum at the primary level
5 The formation and training of students in primary education adaptive skills to curriculum development is meaningful and necessary with many different ways
Chapter 1 is a re-account of the paper's main findings [57], [93]
Chapter 2 MEASURES FOR TRAIN THE ADAPTATIVE SKILL TO MATHEMATICS CURRICULUM DEVELOPMENT AT THE PRIMARY LEVEL FOR STUDENTS OF
PRIMARY EDUCATION 2.1 Rationale for proposed measures
2.1.1 Rationale for adapting skills to Mathematic curriculum development at the primary level
2.1.2 Results of the survey on the situation of skills adapted to Mathematic curriculum development at the primary level for students of Primary Education
2.1.3 Educational objectives at pedagogical universities
2.1.4 Output standards in the bachelor's degree of Primary Education
2.1.5 University teaching process for students of Primary Education
2.1.6 Innovation orientations of general education program in Mathematics
2.2 Measures for train the adaptative skill to mathematics curriculum development
at the primary level for students of primary education
2.2.1 Measure 1 Equip knowledge of programs and program development, subjects
in general and Mathematics in particular, help students understand the relationship of level between programs and psychological preparation, appropriate attitude
2.2.1.1 Objectives of the measure
2.2.1.2 Significance of the measures
2.2.1.3 Contents of the measure
a) Content 1 Equip students with basic knowledge about the concept, classification, process of development of curriculum
Activity 1 Learn the concept of teaching curriculum and develop the teaching curriculum Activity 2 Types of general educational curriculum and development of general