How teachers’ reading of competency-oriented national mathematics curriculum documents relates to their sense-making of reform messages
Chang-Geun Song 1 , Kyeong-Hwa Lee 1 *
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1 Seoul National University, Seoul, SOUTH KOREA* Corresponding Author

Abstract

Although implementing a competency-oriented national mathematics curriculum is a global trend, limited studies have explored how teachers read their national mathematics curriculum documents and make sense of the competency-oriented reform messages present in these documents. This study investigated the patterns of teachers’ reading of the competency-oriented national mathematics curriculum documents and how the reading relates to the teachers’ sense-making of the reform messages in the documents. Participants included 18 in-service mathematics teachers who took part in a graduate course designed to support interpreting the recently revised competency-oriented national mathematics curriculum documents in Korea. Content analysis of the teachers’ writings regarding their interpretations of the documents revealed three types of reading: identifying, clarifying, and extending competency-oriented curriculum messages. Reading accompanied by ‘clarifying’ formed a dialogic relationship between the teachers and the curriculum, leading to accommodation of competency-oriented messages. Conversely, reading accompanied by ‘identifying’ but without ‘clarifying’ led to a monologic relationship between the teachers and the curriculum, resulting in the assimilation of competency-oriented messages. We conclude by suggesting that teachers’ nuanced interpretations of competency-oriented national mathematics curriculum documents may contribute to professionalism in handling the curriculum.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 7, July 2024, Article No: em2465

https://doi.org/10.29333/ejmste/14705

Publication date: 01 Jul 2024

Online publication date: 11 Jun 2024

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