2. CURRICULUM
Curriculum has a Latin origin meaning “course to run”.
In simple words curriculum is “an organised plan of
course outlines along with objectives and learning
experiences”.
Cunningham- The curriculum is the tools in the hand
of artist(the teacher) to mould his material(the
student) according to his ideas(objectives) in his
studio(the school).
3. Samuel- The curriculum is the sum total of
experiences of the pupil that he receives through the
manifold activities that go in the school, in classroom,
in laboratory, in workshop, in the playground and in
numerous informal contacts between the teacher and
the pupils.
Thus curriculum is nothing but a well planned,
detailed about the scheme of studies and experiences
of imparting education to the child.
4. OBJECTIVE OF CURRICULUM
For framing the curriculum we must be clear in our mind about
the objectives to be achieved.
Young- classified the principle values of the study of
mathematics
1. Practical value
2. Mathematics as a mode of thoughts and
3. Other functions[e.g. . Attitudes , habits, ideals etc.]
Breslich- classified them as
i) Understanding ii) Skills iii) Problems and method
iv) Appreciations v) Attitudes vi) Habits
5. Schorling present them as follows
i) attitudes ii) concepts iii) ability iv) information
Mimick classifies them as
i) Practical values
ii) Preparatory values
iii) Cultural values and
iv) Disciplinary values
Objectives of curriculum are to judge the suitability of
any topic to be included in the mathematical curriculum.
6. PRINCIPLES FOR DESIGNING
CURRICULUM
Mathematic curriculum is to be decided according to some
scientific criteria called principles.
1.CRITIRION OF PRACTICAL VALUE
The noble idea of “ knowledge for knowledge sake” may
be pursued in college education but not in school
education. Each one of us need such knowledge that is
applicable in our daily life.
Therefore to begin with, topics like addition,
subtraction, multiplication and division are to be taught.
Topics area, volume, taxes, mensuration and computer
application etc. because of their practical value.
7. 2.PRINCIPLE OF DISCIPLINARY VALUE:
Since mathematics teaching helps in development of
faculty of thinking and reasoning so it has much
disciplinary value. It is agreed that the training of
mind to a large extent depends on the methods of
teaching used to teach a topic.
If the topic is taught in an effective and logical
manner, it will surely create certain mental habits.
Therefore the disciplinary value of mathematics
should be realized through suitable method of
teaching.
8. 3. PRINCIPLE OF PREPARATORY VALUE:
The preparatory value is of two kinds:
i) Preparing child for future life and
ii) Preparing child for future education.
The mathematics curriculum should guarantee all-
round development to face the future with confidence
and courage because only few students go in for
university education. Thus the preparatory value
should be based on child future life and education.
9. 4. PRINCIPLE OF UTILITY:
To make best use of time available only such topics,
may be included in curriculum, which helps the child
in his daily life to learn the culture and civilization.
The knowledge which has utility must given priority in
the curriculum.
Many vocational subjects are mastered when
mathematics offers its practical utility, otherwise the
same is dead impossible and may arrest the progress of
civilization.
10. 5. PRINCIPLES OF CULTURAL VALUE:
While making selection of curriculum for any stage we
must keep in mind the cultural value of the topics.
The knowledge and skills gained by the study of
mathematics have brought unbound advancement in
daily life.
For example, the various habits of accuracy, logical
reasoning, objectivity, transparency etc., are extremely
useful in making us more civilized.
11. 6. PRINCIPLE OF CHILD CENTERDNESS:
The present day education lays more emphasis on the
fact that the modern education has to be child-
centered.
Therefore the emphasis must be laid on child’s 3A’s –
age, ability, attitude and also take into account,
interest, need and aspiration. Hence the curriculum
should be child-centred.
12. 7. PRINCIPLE OF COMMUNITY CENTEREDNESS:
An ideal curriculum has to take full cognizance of
varied socio-economic requirements of different
communities in the country.
Therefore the demand for a flexible curriculum is
increasing and whenever there is need for modified
change in the curriculum, the same should be done to
help local communities.
Their ideals have to be reflected in the teaching of
various subjects to keep pace with their particular and
peculiar education requirements.
13. 8. PRINCIPLE OF COMPREHENSIVENESS:
Providing a list of topics does not make a curriculum.
There should be given necessary details.
When the same topic has to be distributed over a
number of classes, the curriculum should specify the
points of ‘start’ and ‘end’ in each case.
The curriculum should serve as the guide of teachers
and authors of textbooks. It should elucidate how the
subject has to be made meaningful and
comprehensive.
14. 9. PRINCIPLE OF INTEGRATION OF THEORY WITH
PRACTICE:
While preparing curriculum care must be taken that
theory and practice are integrated.
In the mathematics curriculum such topics content
and experiences must be included with practice, as
mere theoretical knowledge without its practical
application is a useless burden and practical
knowledge without support of essential theory is very
dangerous
15. 10. PRINCIPLE OF LATEST CHANGES IN THE WORLD
IN THE SUBJECT:
Curriculum should be shaped according to the latest
development in the subject of mathematics at the world
level. For this, subject specialists must be consulted.
11. PRINCIPLE OF TEACHER’S OPINION:
While framing curriculum the opinion of
mathematics teacher must be taken because they are the
real field workers who know the level of students.
Curriculum should be imposed on the teachers.
16. 12. PRINCIPLE OF CORRELATION:
Within the field of mathematics. The correlation between
various part should be maintained.
Algebra and arithmetic can be correlated with geometry.
Algebra and geometry can be correlated with
trigonometry.
The tendency to keep various part “watertight
compartments” need to be given up. Attention must be
paid also to the relationship of mathematics with other
subjects.
