This document summarizes several curriculum study groups that aimed to improve mathematics education, including the SMSG, SMP, NMP, SCERT, and NCERT. The SMSG was a US project in 1958 that developed new textbooks. The SMP was a Scottish project in 1961 that used experimental and problem-solving approaches. The NMP in the UK produced teacher guides instead of student textbooks. SCERT and NCERT are organizations in India that work to improve education quality through curriculum development, teacher training programs, and research.

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ONLINE ASSIGNMENT

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K T C T COL LEGE OF TEACHER
EDUCATION
Submitted by
ARCHANA V.T
13369 001
MATHEMATICS

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CURRICULUM STUDY GROUPS
SMP, SMSG, NMP, SCERT, NCERT
Submitted to
JEENA TEACHER
JEENA M.S
ASSISTANT PROFESSER IN MATHEMATICS

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CONTENT
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.
At 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
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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.
Also NCERT organization teachers workshop, refresher
course and in service programmes and teachers handbook, work

6. book and educational journals etc. For improving the quality of
teaching.
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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.
Functions are to develop and produce teaching learning materials, to
develop system approaches for qualitative education, to develop the

7. 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.
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REFERENCES
 Mathematics Education-
Dr. K. Soman & Dr. K. Sivarajan

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 Teaching Of Mathematics-
Dr. Anice James
 Wikipedia
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Verified by
Jeena M S
Assistant Professor in Mathematics

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