This document summarizes several mathematics curriculum projects: SMSG (1958-present) in the USA, SMP (1961-1967) in Scotland, NCERT in India, Nuffield Mathematics Project (1966-1971) in the UK, and SCERT (established 1994) in Kerala, India. It provides brief details about the goals and materials developed by each project, such as textbooks, teacher guides, and workshops. The document also lists references used at the end.

1. ASSIGNMENT

2. Submitted by
ARCHANA V.T
13 369 001
MATHEMATICS

3. Submitted to
JEENA TEACHER
JEENA M.S
ASSISTANT PROFESSER IN MATHEMATICS
CONTENT

4. SMSG (School Mathematics Study Group)
SMSG is a massive endeavor started in USA in 1958 with a
view to improve the existing system of mathematics curriculum.
In addition to its improvement and complication of study material,
SMSG prepared text books separately U.S.A has published a set of 16
book prepared by SMSG. Eight of these books are tent books for use in
secondary school and eight companion volumes are teacher guides four
book deal with arithmetic, two with algebra and two geometry.
SMP (Scottish Mathematics Project)
Scottish Mathematics project was started in 1961 for
improvement in Mathematics curriculum was reconstructed in Scotland
with the intension of teaching Mathematics heuristically in schools.
They prepared with this intention 5 tent books for the pupils studying
for general certificate Education examination at O level. Later in 1967
they prepared a series of tent books from A to H levels for the students
studying for CSE examination. These tent books were prepared by
considering the problems needs of experiments and problems solving
activities. They also prepared hand books for the teachers for effective
teaching.
NCERT (National Council for Educational Research and
Training)

5. At the primary stage (from 1 to 5 std) the fundamental
operations and their elementary properties are introduced – concept of
lengh ,time ,weights etc should be developed. The child should gain
familiarity with geometrical forms and figures. Simple application of
fundamental operations and arithemetical process to everyday
problem should find an important place at these stage.
A+ the middle stage or upper primary stage the
number system will be extended to real numbers and also its
operations. Students should made familiar with the language of algebra
and linear equations and inequlities in one a variable is introduced
Elimentary concepts of statistics should be developed
properties of triangle, quadrilateral , circle, arc and volume of solids and
cocepts of regular figures should be developed at this stage.
In class 9 and 10 (secondary stage) the real life problem
should handled by the child. The knowledge and algebraic phases
should by systematized. The idea of proofs should be developed the
elimentry theory of circles, parallelogram ,tringle be taken.
Introduduction of trigonometry ratios at uses of descriptions. Statistics
made at this stage. Easy of mathematics and natural mathematical
thinking should be particular at the entire course.

6. Also NCERT organization teachers workshop, refresher
course and in service programmes and teachers handbook, work book
and educational journals etc. For improving the quality of teaching.
NMP (Nuffield of Mathematics Project)
Two major curriculum development projects in primary
and secondary Mathematics, Nuffield primary Mathematics (1966-71)
and SMP respectively were both founded by charitable bodies. Each
had its associated programme of teacher development to support
curricular and pedagogical reforms, The first LEA teachers centers for
example were an outcome of the Nuffield project (Watson, 1967)
meeting a need for locally based venues to house resources and to host
meeting of teachers the project toole principled decision to develop
printed resources for teachers the Nuffield Guides and not to produce
textbooks for children.
SCERT (State Council For Educational Research and Training)
SCERT to give a new thrust and direction to school education.
SCERT , Kerala was established in 1994. It is an autonomous body
entrusted with planning, implementation and evaluation of all
academic programs from pre-school to higher secondary levels. SCERT
concerned with academic aspects of school education including
formation of textbooks , teacher’s handbooks and teacher training.

7. Functions are to develop and produce teaching learning materials, to
develop system approaches for qualitative education, to develop the
strategies to achieve the goals of education for quality , to develop the
curriculum and instructional materials.
SCERT , at the state level will carry out all those activities as counter
part of NCERT for the qualitative improvement of education in the state
. These includes workshop ,seminars ,training ,clustermeeting
,refresher courses ,comprehencive teacher empowerment programmes
,researches ,research grants ,awards and scholarships for teachers.
REFERENCES

8. • Mathematics Education-
Dr. K. Soman & Dr. K. Sivarajan
• Teaching Of Mathematics-
Dr. Anice James
• Wikipedia
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