TOPIC :

CURRICULUM STUDY GROUPS

Submitted by,
Name: Aswathy.P.D
Option: Mathematics
Reg.No:180/13376002
College: New B.Ed. College
Nellimoodu



The term curriculum is derived from the Latin word
currere, which means path. In this sense curriculum is the path through
which the student has to go forward in order to reach the goal
envisaged by education. The term curriculum refers to the lesson and
academic content taught in a school or in a specific course or program.
In dictionaries, curriculum is often defined as the courses offered by a
school, but it is rarely used in such a general sense in schools.
Depending on how broadly educators define or employ the term,
curriculum typically refers to the knowledge and skills students are
expected to learn, which includes the learning standards or learning
objectives they are expected to meet, the units and lessons that
teachers teach; the assignments and projects given to students; the
books, materials, videos, presentations and readings used in a course;
and the tests, assessments and other methods used to evaluate student
learning. Curriculum Study Groups are a powerful way to transform
teaching and learning through online collaboration among teachers of
the same subject and grade, under the guidance of master teachers.

In addition to what is prescribed in the syllabus, the curriculum
encompasses various kinds of curricular and co-curricular activities as
well as the various aspects of the social, natural and educational
environment with reference to which the experiences are transacted.
Education deals primarily with why or for what purpose, but curriculum
deals with what and in what way. Curriculum study groups made
curriculum, study and reconstruct for better result of education process.

Curriculum is the crux of the whole educational
process. Without curriculum, we cannot conceive any educational
endeavour. School curriculum of a country, like its constitution, reflects
the ethos of that country. Curriculum for a course of study may be
conceived as the totality of experiences a pupil is exposed to within the
boundaries of the school and outside while undergoing that course,
with a view to achieve the anticipated educational goals.
Curriculum is intimately related with all
aspects of education. While education is a developmental process,
geared towards a coveted goal, curriculum is the input as well as the
medium that provides with the goal-oriented direction to that process.
Curriculum is introduced in India as a result of
Macaulays Minute. After this University Education Commission and
Secondary Education Commission made recommendations regarding
the reconstruction of curriculum at the university stage and higher
secondary stage of education. After these the Indian Education
Commission led to formation National Policy of Education, which
envisaged a pattern of education for the entire country. All this leads
the formation of NCERT, for making curriculum, textbooks, and other
facilities for education. This act as curriculum study group, which
construct, study and reconstruct the curriculum for the educational
field. Some curriculum study groups are SMSG, SMP, NMP, NCERT,
SCERT etc. especially for Mathematics curriculum.
There can be no doubt that the inclusion in the
Curriculum Study Group of a few active teachers of outstanding caliber
could well contribute materially to whatever improvements may have
to be made. The need for more active co-operation on basic aspects of
our educational structures between the Ministry of Education and the
teachers and pioneers in the 'front line' is indeed urgent. The
acceptance on the part of the authorities of the principle that those
responsible for the moulding of the minds of our youth are entitled also
to help shape policies affecting every teacher and pupil in the country.
It is not just a question of reconstituting a group of key educational
administrators so as to show teachers that any accusation of undue
centralization is unwarranted.
Let the Minister of Education acknowledge that
only a combined effort within the Curriculum Study Group by
educational administrators and serving teachers can and will bring
about those improvements which we have long desired, but which,
through lack of tangible support and co-ordination in practical research
and through insufficient use made of the advice of those best able to
give it, have been delayed. We know that his corps of inspectors is a
body of devoted, highly able and far-sighted men and women, in close
touch with our schools. They must be aware of the dire need of a
constant pooling of ideas, as well as the need for more active support of
creative and imaginative endeavor in the classroom.
Curriculum Study Groups:
SMSG (School Mathematics Study Group):
School Mathematics Study Group is a massive endeavour
started in USA, in 1958 with a view to improve the existing system of
mathematics curriculum. In addition to its improvement and
compilation of study materials, SMSG prepared textbooks separately
for both teachers and students. Yale university U. S. A. has published a
set of 16 books prepared by SMSG. Eight of these books are textbooks
for use in secondary school and eight companion volumes are teacher
guides. Four books deal with arithmetic, two with algebra and two
geometry.
Key ideas underlying these books are structure of arithmetic
from algebraic view point, real number system as a progressive
development; metric and non metric relations in geometry, experience
with and appreciation of abstract concepts, the role of definition,
development of precise vocabulary and thought, experimentation and
proof.
In contrast to traditional beginning of textbooks in arithmetic
the opening chapter of SMSG volume of arithmetic is Mathematics as a
Method of Reasoning. Algebra is introduced through Sets. Similarly
the stress in geometry is an explanation of concepts.
SMSG provided training programmes to teachers for handling
novel methods and techniques of teaching mathematics. The curriculum
and textbooks prepared by SMSG have got world wide recognition.
Working on this modern concept of mathematics curriculum
as practiced in the U. S. A., the National Council of Educational Research
and Training (NCERT) has prepared some model textbooks in
mathematics for use in secondary schools in India. The textbook in
Algebra prepared by the NCERT deals with the following topics:
elementary number theory, fractions, rational numbers, linear
equations, quadrilateral equations, radicals, complex numbers, integral
exponents, polynomials, partial fractions, sequences and series,
permutations and combinations, binomial theorem and logarithms. By
1970 Kerala also revised the Mathematics curriculum in tune with
modern Mathematics sponsored by the SMSG.
NMP (Nuffield Mathematics Project):
NMP was launched in the year 1964 for primary school in
Britain and financed by the Nuffield foundation and support by British
Education Ministry. The main aim of this project was to introduce a new
approach as well as new method in teaching and learning of
Mathematics for primary student. This project based on Piaget learning
theory, which emphasized the importance of learning Mathematics
through concrete experience and according to the pupils level of
cognitive development between the ages of 6 to 12 years old. The
philosophy of NMP can be explained with the following expressions: I
listen, I forget, I see, I remember, I do, I understand.
In NMP, the contents of this primary school
Mathematics syllabus was then rearranged to follow the principle such
as from simple to complex, from concrete to abstract and from nearby
experiences to distance experiences.
Under Dr. Geoffrey Mathews, a team of Mathematics
writer was published a lot of teachers guide books and teaching
modules for teachers. Besides, worksheets and various learning
instruments also were produced for pupils to use during group
activities. NMP is a project that received a good response and
successfully in achieving its objectives. NMP had become important
source for other countries like Malaysia.
SMP (Scottish Mathematics Project):
Scottish Mathematics Project was started in 1961 for
making improvements in mathematics curriculum. The mathematics
curriculum was reconstructed in Scotland with the intension of teaching
mathematics heuristically in schools. They prepared with this intention
5 textbooks for pupils studying for GCE [General Certificate of
Education] examination at 0 level. Later in 1967 they prepared a series
of textbooks from A to H levels for the students studying for CSE
examination. These textbooks were prepared by considering the
problems and needs of teachers and students. It includes a number of
experiments and problem solving activities. They also prepared
handbooks for the teachers for effective teaching.

NCERT (National Council for Educational Research and
Training):
The NCERT is an organization setup by the Government of
India, with headquarters located at Sri Aurbindo Marg in New Delhi to
assist and advise the central and state government on academic
matters related to school education. It was established in 1961.
First our nation restructured our Mathematics
curriculum in the following way. At first a council was formed namely
NCERT, They brought SMSG books from America and took copies of
them and published them at low cost in our country. The teachers
studied these books and taught mathematics in the way suggested in
the books. NCERT arranged classes for teachers to make them aware of
the new changes in the teaching of Mathematics. Later the council
prepared the overall curriculum. This is known as CBSE curriculum and
was introduced mathematics curriculum in the line of the NCERT.
The NCERT has prepared its own text books in
mathematics for schools working on this modern concept of
mathematics curriculum as practiced in the USA. According to the
NCERT, National Curriculum Framework 2005, the structure of
curriculum should be as follows:
At the pre primary stage, all learning occurs through
play rather than through didactic communication. Rather than the rote
learning of the number sequence, children need to learn and
understand, in the context of small sets, the connection between word
games and counting, and between counting and quantity. Making
simple comparisons and classifications along one dimension at a time,
and identifying shapes and symmetries, are appropriate skills to be
acquired at this stage. Encouraging children to use language to freely
express ones thoughts and emotions, rather than in predetermined
ways, is extremely important at this and at later stages.
Mathematical games, puzzles and stories help in
developing a positive attitude and in making connections between
mathematics and everyday thinking. It is important to note that
mathematics is not just arithmetic.
At the upper primary stage, students get the first taste of
the power of Mathematics through the application of powerful abstract
concepts that compress previous learning and experience. This enables
them to revisit and consolidate basic concepts and skills learnt at the
primary stage, which is essential from the point of view of achieving
universal mathematical literacy.
Data handling, representation and interpretation from
significant part of the ability for dealing with information in general,
which is an essential life skill. The learning at this stage also offers an
opportunity to enrich students spatial reasoning and visualization
skills.
At the secondary stage, students begin to perceive the
structure of Mathematics as a discipline. They become familiar with the
characteristics of mathematical communication: carefully defined terms
and concepts, the use of symbols to represent them, precisely stated
propositions, and proofs justifying propositions.
The aim of the Mathematics curriculum at the higher
secondary stage is to provide students with an appreciation of the wide
variety of the application of Mathematics, and to equip them with the
basic tools that enable such application. Topics that are more naturally
within the province of other disciplines may be left out from the
Mathematics curriculum.
The main objectives of NCERT are,
Implementation of National Curriculum Framework
Universalisation of Elementary (UEE)
Vocational education
Education of groups with special needs
Early childhood education
Evaluation and examination to reform IT education
Competitive Value education
Education of girl child
Production of teaching-learning experience
Improvement in teacher education
Improvement of thought of student

The NCERT has been offering training facilities, usually
through attachments programmes and participation in workshops, to
education workers of other countries. The NCERT publishes text book
for school subject from classes 1 to 12. NCERT publishes books that are
used in government and private schools across India that follow the
CBSE curriculum.

SCERT (State Council for Educational Research and
Training):
SCERT functions as an Research and Development institute
at the state level by providing guidance, support and assistance to the
State Education Department in its endeavour to improve the quality of
elementary and secondary education and teacher education. To achieve
this goal, the SCERT conducts research studies, develops information
systems, curricular policies and instructional materials and co-ordinates
in service education for teachers at all levels.
SCERT is concerned with the academic aspects of
School Education including formulation of Curriculum, preparation of
textbooks, teachers handbooks and teacher training. It advises the
Government on policy matters relating to School Education.
In the state of Kerala, the Mathematics curriculum for
schools has undergone a radical version in two major phases, first in
1996 and the second in 2006. During the 1996 revision of lower primary
curriculum under the DPEP scheme, Activity Based Child Centered
approach was introduced.

Curriculum is a tool in the hands of an artist to mould his
materials according to his ideals in his studio. It includes all learning
experiences that would lead the learner to the anticipated goal. New
systems of education have developed in tune with new philosophical,
sociological and psychological principles and outlooks. In tune with the
characteristics of these systems, new types of curricula also have
emerged. The NCERT, SCERT, SMSG, SMP, NMP are contributing
curriculum and their researches to the educational field. Especially the
contributions to the Mathematics are uncountable. These Curriculum
Study Groups are formulating the curriculum, preparing the textbooks
and teachers handbooks and also give teacher training. The works of
these groups benefit the Education field. And also it helps the students
to achieve anticipated educational goals.
Soman, K & Sivarajan, K Mathematics Education Methodology of
Teaching and Pedagogic Analysis Calicut University Central Co-
operative Stores
James, A Teaching of Mathematics New Delhi: Neelkamal
Publications Pvt. Ltd.
<http://www.education.com>
<http://www.curriculumstudygroups.com>