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This study examines the alignment of school mathematics curriculum with a focus on the relationship between the intended and the implemented curriculum by analysing the elementary school mathematics textbooks based on the new national curriculum standards released in 2017. A theoretical framework of curriculum alignment in the earlier TIMSS curriculum analysis was used in this study. The results of analysis reveal that textbooks do not cover all types of mathematical activities emphasized in the new national curriculum standards and that there are certain limitations in the types of problem included. The results suggest that teachers need to supplement tasks and activities that are not explicitly provided in the textbooks for achieving the new competency-oriented goals intended by the national curriculum standards.

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Examining Curriculum Alignment in Mathematics in a Transition Period: An Analysis of the New Elementary School Mathematics Textbooks

  • 会议论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • Hiroyuki Shimizu,
  • Mitsuru Kawazoe,
  • Koji Iwata,
  • Kei’ichi Nishimura,
  • Yoshinori Shimizu

摘要

This study examines the alignment of school mathematics curriculum with a focus on the relationship between the intended and the implemented curriculum by analysing the elementary school mathematics textbooks based on the new national curriculum standards released in 2017. A theoretical framework of curriculum alignment in the earlier TIMSS curriculum analysis was used in this study. The results of analysis reveal that textbooks do not cover all types of mathematical activities emphasized in the new national curriculum standards and that there are certain limitations in the types of problem included. The results suggest that teachers need to supplement tasks and activities that are not explicitly provided in the textbooks for achieving the new competency-oriented goals intended by the national curriculum standards.