This presentation is based on the B.Ed. syllabus for the pupils learning Pedagogy for Mathematics.

1. Principle and Rationale of
Developing Mathematics
Curriculum:
Critical Analysis of Existing
Mathematics Curriculum
by: Sub
Dr. R.S. Joseph
Teacher Educator
Lucknow, UP, India

2. Meaning of Curriculum
A curriculum is the instructional and
educative program, that refers to academic
content taught in the school/specific
program/course, following which the
teachers and pupils can achieve the set
goals, ideals and aspirations of life.

3. Definition of Curriculum
• Cunningham – “Curriculum is a tool in the
hands of the artist (teacher) to mould his
material (pupils) according to his ideas (aims
and objectives) in his studio (school)”.
• Morroe – “Curriculum includes all those
activities which are utilized by the school to
attain the aims of education.
• Froebel – “Curriculum should be conceived as
an epitome of the rounded whole of the
knowledge and experience of the human race.”

4. Aims and Objectives of Curriculum
Development in Mathematics
• To stimulate the interest of pupils in the
learning of Mathematics.
• To develop pupils’ understanding and
acquisition of basic Mathematical
concepts and computational skills.
• To develop pupils’ creativity, and their
ability to think, communicate and solve
problems.

5. Continued…
• To develop pupils’ number sense and spatial
sense, and their ability to appreciate patterns
and structures of number and shapes.
• To enhance pupils’ lifelong learning abilities
through basic mathematical knowledge.

6. Principles of Mathematics
Curriculum Development
• Principle of Disciplinary value: The topics and
contents of mathematics which help in the task
of disciplining the mind.
• Useful for Higher Education: Education at one
stage must aim to prepare the child for the
education at the higher stages.
• Principle of Utility: Mathematics curriculum
should include all those topics which are,
– Helpful in day to day life.
– Helpful in learning other subjects.

7. Continued…
• Child Centeredness: In curriculum
construction we must give proper weightage to
the needs and requirements of the students for
whom we are going to prepare a curriculum.
• Integrity of Theory with Practice:
Mathematics curriculum requires the topics,
contents, experiences and activities which
provide opportunities of integrating theory
with practice.
• Principle of Flexibility: Curriculum by all
means should have a flexible nature, so that it
can be modified and reshaped according to the
circumstances and demands of the resources in
hand.

8. Continued…
• Principle of Community Centeredness:
Curriculum be constructed and shaped for
the welfare of the local community.
• Principle of Consulting Experts: Curriculum
construction needs the help and guidance of
those persons whose interests are to be served
by a particular curriculum
• Principle of Modernization: Curriculum
should be developed according to the need of
modern world. It should be able to cater the
need of latest developments.

9. Rationale of Mathematics
Curriculum Development
Mathematics is the Basis of all Sciences
Mathematics is related to Human Life
Mathematics Generates Logical Attitude
Mathematics Provides a Definite way of
Thinking
Mathematics is an exact science

10. Critical Analysis of Existing
Mathematics Curriculum
The existing mathematics curriculum has remained
traditional in spite of ambitions and repeated
efforts to improve it. The teacher and the taught
have been subordinated to some set processes of
mathematics.

11. Shortcomings of Existing
Curriculum of Mathematics
• There is no conformity with the aims and
learning experiences of teaching
mathematics.
• It is subject-centered and topical.
• It is not constructed according to the social
and cultural values of teaching mathematics.
• So many rules, principles, concepts and
problems are not all connected with our daily
life.

12. Continued…
• In the existing curriculum separate content is
written for arithmetic, Algebra and geometry. It
shows that they are not correlated with each
other.
• At primary stage only arithmetic is included in
the curriculum.
• A number of topics and problems that have been
included are dull uninteresting and useless.
• The curriculum of primary, upper
primary, secondary and senior secondary stages
is not correlated carefully, so that the contents of
many topics are separated in higher classes.

13. Continued…
• Teaching of geometry in class 6 is not
according to psychological principles.
• It does not give commercial and Technical
training to the pupils so they are unable to
utilize their knowledge.
• No place is given to practical work in
mathematics.
• Present curriculum emphasizes on
examination.
• Present curriculum is not flexible.

14. Continued…
• There is main emphasis on exercise and revision,
but it is not highlighted that which part of the
content should be revised.
• In mathematics curriculum there is no pace with
social progress.
• There is lack of creative activities in
existing mathematics curriculum.
• It is devoid of mathematical activities like
mathematics clubs hobbies etc.
• It outfits the different age groups, the
capabilities interests of different age groups are
not into consideration while framing the
mathematics curriculum.

15. Suggestions for Improvement in the
Existing Mathematics Curriculum
• While constructing the curriculum due
importance should be given to the aims and
objectives of teaching mathematics.
• Cognitive, affective and psychomotor domain
must be considered while determining the
objectives.
• Variety of physical and intellectual activities
which are necessary for proper adjustment to
the social and physical environment.

16. Continued…
• There should be the provisions for practical work
so that learning by doing may take place in the
learning process of mathematics.
• Oral and homework should be given due
importance with written and drill work in
mathematics.

17. Continued…
• Content should be organized in logical and
psychological order.
• While constructing curriculum child's needs,
interest, attitudes, abilities and capabilities
should be considered well.

18. Continued…
• Curriculum should be flexible and should
fulfill the varying needs of the child and the
society.
• The learning experiences should be organized
in order of difficulty that is from simple to
complex.
• In the mathematics curriculum various topics
and activities should not remain isolated, but
they should form an integrated whole.

20. Conclusion
Curriculum is a means which gives right
direction to the teacher, learner, examiners
and author. It includes learner’s experiences
in or outside school and help the pupil to
develop mentally, physically, socially,
spiritually, emotionally as well as morally.
The world is changing very fast hence the
mathematics curriculum should be changed
and updated according to present time.