OLD NEW
Elementary school mathematics curriculum for grades 1
through 5 contains 1249 behavioural objectives. Textbooks
written based on these objectives were very uniform and dull.
Both the textbook writers and the teachers are restricted to
make very limited decisions.
There are 368 learning outcomes that summarize the
knowledge and skills for students to develop. These outcomes
can be obtained through different learning activities. So, the
textbook writers and teachers are relatively freer to produce or
choose activities.
The content for 4th and 7th grade is too dense to follow for
students considering their development. The content is distributed evenly from grade 1 through grade 8.
Teaching methods, techniques and strategies are not student
centred.
Teaching-learning activities prepared parallel to learning
outcomes require student centred methods, techniques, and
strategies.
Content is organized based on how to teach. Content is organized based on how students learn.
There are few sample activities that require the use of
manipulatives.
Almost all of the sample activities show how to use
manipulatives for students’ construction of knowledge.
There are overlapping content in other subject areas There are connections to other subject domains.
There are few examples of realistic mathematics. Daily use of mathematical knowledge is emphasized.
There are limited number of alternative assessment techniques,
extra curricular activities, research, and projects.
Alternative assessment techniques, extra curricular activities,
research, and projects are included.
All students are expected to exhibit the same performance, with
no local flexibility or individual differences. There is little
room for students to choose from the alternatives.
Respect for individual differences, different learning and
thinking styles is suggested. There is more room for students to
choose from the alternatives.
There is little mention about developing positive attitude in
students.
There is more emphasis on how to develop positive attitude
towards mathematics and on student motivation.
Figure 2. Comparing the old and the new curriculum