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RESEARCH PAPER
How teachers’ reading of competency-oriented national mathematics curriculum documents relates to their sense-making of reform messages
1
Seoul National University, Seoul, SOUTH KOREA
Online publication date: 2024-06-11
Publication date: 2024-07-01
EURASIA J. Math., Sci Tech. Ed 2024;20(7):em2465
KEYWORDS
mathematical competencynational mathematics curriculum documentseducationalpolicy sense-makingcurriculum readingparticipatory relationship
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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| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
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