Exploring the integration of content elements in mathematics achievement standards and pre-service teachers' challenges in interpreting them for teaching practices
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This study investigates the challenges preservice mathematics teachers face in interpreting and applying the achievement standards of the 2022 Revised Mathematics Curriculum. The research focuses on the integration of content elements, such as "Knowledge & Understanding," "Processes & Skills," and "Values & Attitudes," in achievement standards and their implications for teaching practices. Through team-based projects, preservice teachers analyzed achievement standards, their explanations, and application considerations, identifying specific difficulties in designing lesson plans that align with these elements. The findings reveal that achievement standards combining all three content elements posed the greatest challenges, particularly in translating affective objectives into practical teaching strategies. The study emphasizes the need for teacher education programs that enhance curriculum literacy and provide structured guidance to support preservice teachers in aligning their instructional practices with curriculum objectives. These insights aim to inform curriculum developers, teacher educators, and policymakers to bridge the gap between curriculum design and classroom implementation.
Abstract
This study investigates the challenges preservice mathematics teachers face in interpreting and applying the achievement standards of the 2022 Revised Mathematics Curriculum. The research focuses on the integration of content elements, such as "Knowledge & Understanding," "Processes & Skills," and "Values & Attitudes," in achievement standards and their implications for teaching practices. Through team-based projects, preservice teachers analyzed achievement standards, their explanations, and application considerations, identifying specific difficulties in designing lesson plans that align with these elements. The findings reveal that achievement standards combining all three content elements posed the greatest challenges, particularly in translating affective objectives into practical teaching strategies. The study emphasizes the need for teacher education programs that enhance curriculum literacy and provide structured guidance to support preservice teachers in aligning their instructional practices with curriculum objectives. These insights aim to inform curriculum developers, teacher educators, and policymakers to bridge the gap between curriculum design and classroom implementation.
참고문헌 (22)
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