Citation

Learning to read and numerate in the developing world: Cross-national commonalities and differences in the intended reading and mathematics curriculum

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Abstract:

This study compares intended curricular guidelines and textbooks in reading and mathematics for grades 4-6 in more than 55 developing countries. Elaborated coding schemes (in each subject) are employed to analyse curricular materials in 15 languages. Specifically the research addresses three questions:
1. To what extent do diverse developing countries define similar contents and performance expectations in reading and mathematics in the upper grades of primary education? (the commonalities issue)
2. To what extent do the content domains of official curriculum statements in reading and mathematics align with those found in relevant textbooks? (the alignment issue)
3. In which countries are performance expectations in mathematics curricula more (or less) cognitively challenging? (the challenging curriculum issue)
Among the key findings: most of the studied developing countries hold a fairly consensual and detailed view of what constitutes the mathematics curriculum in the upper grades of primary education—both in terms of contents and performance standards. Long lists of commonalities in the intended mathematics curriculum were apparent in both document types—more so among textbooks than official statements. Regarding the reading curriculum, a more fragmented and heterogeneous picture emerged. Divergent views in the reading curriculum were uncovered: 1) across grade levels within countries; 2) between the official curricular statements and textbooks within countries; and 3) across the official documents of different developing countries. The paper explores alternative explanations and policy implications of these findings.

Author's Keywords:

reading and mathematics
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492837_index.html
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MLA Citation:

Benavot, Aaron. "Learning to read and numerate in the developing world: Cross-national commonalities and differences in the intended reading and mathematics curriculum" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492837_index.html>

APA Citation:

Benavot, A. , 2011-05-01 "Learning to read and numerate in the developing world: Cross-national commonalities and differences in the intended reading and mathematics curriculum" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492837_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study compares intended curricular guidelines and textbooks in reading and mathematics for grades 4-6 in more than 55 developing countries. Elaborated coding schemes (in each subject) are employed to analyse curricular materials in 15 languages. Specifically the research addresses three questions:
1. To what extent do diverse developing countries define similar contents and performance expectations in reading and mathematics in the upper grades of primary education? (the commonalities issue)
2. To what extent do the content domains of official curriculum statements in reading and mathematics align with those found in relevant textbooks? (the alignment issue)
3. In which countries are performance expectations in mathematics curricula more (or less) cognitively challenging? (the challenging curriculum issue)
Among the key findings: most of the studied developing countries hold a fairly consensual and detailed view of what constitutes the mathematics curriculum in the upper grades of primary education—both in terms of contents and performance standards. Long lists of commonalities in the intended mathematics curriculum were apparent in both document types—more so among textbooks than official statements. Regarding the reading curriculum, a more fragmented and heterogeneous picture emerged. Divergent views in the reading curriculum were uncovered: 1) across grade levels within countries; 2) between the official curricular statements and textbooks within countries; and 3) across the official documents of different developing countries. The paper explores alternative explanations and policy implications of these findings.


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