THE MATEMATICS CURRICULUM IN

EUROPE
Presented by:
FERI HERAWATI /17029091
 EUROPE?
What do you think???

continent of developed countries.

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education with good Europe is a continent

quality, where we located entirely in the
want to study Northern Hemisphere and
Rightt >_< ? mostly in the Eastern
Hemisphere. It is bordered
by the Arctic Ocean to the
north
The Matematics Curriculum
Development,approval and dissemination
1 of matematics steering document

Revising the matematics curriculum

2 and monitoring its affective-ness

Learning objective and matematics

content and competences in the
3 curriculum

Taught time devoted to matemathics

4 teaching

Textbooks and learning material in

5 mathematics
Section 1
Development,approval and
dissemination of matematics
steering document
 In the vast majority of European countries, the curriculum is approved by central
education authorities and is compulsory. It is usually set down in a central document
which defines the objectives, learning outcomes and/or content of mathematics teaching
.
In the Czech Republic ,
framework educational
In the Netherlands
programmes' (FEPs) are
the National Institute of developed and adopted at
Curriculum Development
builds up a model/framework
curriculum that schools can
A central level.

In Latvia
use in the development of
their individual school plans.
Schools have extensive
B C each school is obliged to have
a syllabus for mathematics
that is developed either by the
autonomy in defining the
school or selected from the
subject content that will be
example programmes
taught to reach the attainment
developed by the State
targets.
Education Centre (2).

Levels of decision - making

 Dissemination of information about
curriculum changes

These days, the most common way of

disseminating the curriculum and other steering
documents covering mathematics teaching at
primary and lower secondary level is by
developing special websites. The curriculum is
published on a designated Internet site in all
European countries.

Printed copies of the curriculum are distributed to

each school in the majority of European education
systems. In addition, printed guidelines for teachers
are also sent to each school in almost half of the
countries.
 Section 2
Revising the mathematics curriculum and monitoring its
effective-ness
 Main changes to the curriculum in the last
decade
in the vast majority of countries, important updates have been introduced
since 2007. One of the main reasons for the more recent updates was the
inclusion of the learning outcomes approach, defined in a broad sense as
the knowledge and skills that are needed to prepare a young person for
personal well-being, social and working life.

Due to the recent revisions, the content of the mathematics curriculum

has been reduced in many countries. Furthermore, the related syllabuses
have also been transformed from a list of specific mathematical concepts
into an integrated system that develops problem-solving skills using
mathematical principles. In addition, in Estonia, Greece, France, Italy,
Portugal and the United Kingdom, the new curricula became more
focused on cross-curricular links and the interaction of mathematics with
philosophy, science, and technology.
Primary education

Upper secondary
education

Lower secondary
education
Evaluating the effectiveness In evaluating curriculum effectiveness
of the curriculum through the results of national or
implementation regional student assessment,
Most countries attempt to assess countries consider not only the main
the effectiveness of the trends in student results, but also the
implementation of the curriculum. effects of, for example, the social
This evaluation is carried out in background of students. They look for
diverse ways in the different differences between regions and
European countries. However, in schools
the majority of countries,
curriculum effectiveness is mainly
evaluated through the national
student assessment process.
Standardised tests and centrally
set examinations, where one of
its objectives is to evaluate the
implementation of the curriculum,
are carried out in almost all
analysed educational systems.
Section 3
Learning objectives and
mathematics content and
competences in the
curriculum
 Learning objectives

HUNGARY LITHUANIA POLAND BELGIUM, ITALY,

NETHERLANDS
the National
provides publishes
Core Curriculum do not specify
(NCC) and local methodological official
commentaries criteria related
curricula recommendations
to the to in-class
prescribe regarding both
learning mathematics mathematics
learning
objectives. The curriculum assessment.
objectives and
learning which include
outcomes in
objectives in the
mathematics. learning
NCC are
expressed in objectives
terms of
competences
and attitudes
 Mathematics subject content
NUMBER
are present in all
European countries in
both primary as well as
secondary level.
GEOMETRY
covered by all educational
programmes but the depth of
study of topics in this area
varies around Europe
ALGEBRA
In general, the three algebra topics
are found almost exclusively in
secondary education. 'Find sums,
products, and powers of
expressions containing variables'
A and 'evaluate equations/formulas
C given values of the variables and
solve problems.
B D DATA and CHANCE
also widely represented in
European programmes of
study.
 Section 4
Taught time devoted to mathematics teaching
Recommended minimum taught time for mathematics

15% - 20%

Learning time in mathematics

80 - 85%
learning time in primary education.

Portugal is the only country where

the taught time allocated to
mathematics is more than 20 % of
the total learning time in primary
education.
Section 5
Textbooks and learning
materials in mathematics
Degree of school autonomy in the choice of
mathematics textbooks

Full autonomy

Levels of autonomy for
choosing mathematics
textbooks,
ISCED levels 1 and 2, 2010/11
Limited autonomy
Full autonomy and financial
incentives for approved books
No school autonomy
 Monitoring and reviewing consistency
between curricula and textbooks

Education authorities in the majority

of countries report that they monitor
Monitoring of consistency and review the consistency between
No specific monitoring mathematics textbooks/learning
materials with the mathematics
curriculum or other regulatory
documents .

Figure 1.11: Monitoring the consistency between textbooks and the mathematics curriculum, ISCED levels
1 and 2, 2010/11
 SUMMARY
In order to ensure that mathematics teaching continues to meet the changing needs of modern society,
European countries set down regulations and recommendations in a variety of steering documents that differ
in their degree of prescription and detail. However, the curriculum, or more generally, a central document
defining the objectives, learning outcomes and/or content for mathematics, must be adhered to in the vast
majority of European countries. Nevertheless, after taking into account the centrally defined curriculum
framework, schools often have a large degree of autonomy to organise teaching and learning in ways that
meet the needs of their students and/or local circumstances.

The most common way to disseminate the curriculum and other steering documents for mathematics
teaching is through dedicated websites. In addition, many countries distribute printed copies of the
curriculum to each school.

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