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Curriculum is simply defined as the contents, standards, competencies, and topics that students learn. Theories about curriculum 1.Franklin Bobbit (1876-1956)- presented curriculum as a science that emphasizes on students' need. 2. Werret Charters (1875-1952) -considered curriculum also as a science which is based on students' need, and the teachers plan the activities.3. William Kilpatrick (1871-1965) - viewed curriculum as purposeful activities which are child-centered. 4. Harold Rugg (1886-1960) - emphasized social studies in the curriculum and the teacher plans the lesson in advance. 5. Hollis Caswell (1901-1989)- sees curriculum as organized around social functions of themes, organized knowledge and earner's interests. Instruction is defined as the means for implementing the curriculum.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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