{"title":"Curricular Goals and 21st-century Competency in Mathematics Education in Master’s Degree Program","authors":"Sarala Luitel","doi":"10.3126/jteson.v3i1.51766","DOIUrl":null,"url":null,"abstract":"The rapidly changing innovation in information and communication technology (ICT), digitalization and globalization has created unprecedented challenges and opportunities for education and educating practices globally. The higher education institutions now need to reform their curricula and the educating practices to promote employability skills to open door for every graduate to engage in the globally networked employment platform. With this background, this study focused on analyzing the professional courses of Mathematics Education at master level in reference to behavioral objectives and directed activities by curriculum. Among the professional courses, this qualitative document-based study is based on the purposively selected two courses; Math Ed 515 and Math Ed 535, as they largely represent the curricular goals of Mathematics Education. The data were analyzed based on theoretical understanding and conceptual framework. This study found, based on objectives and instructional activities, that the course Math Ed 515 focused on knowledge transmission rather than development of 21st century competencies. However, another course Math Ed 535 focused more on skill development along with knowledge transmission. These findings imply that courses in Mathematics Education program at the Master level at the selected university require reforms towards incorporating the 21st century competencies to enable the graduates to compete in the global marketplace.","PeriodicalId":393819,"journal":{"name":"Journal of TESON","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of TESON","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3126/jteson.v3i1.51766","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The rapidly changing innovation in information and communication technology (ICT), digitalization and globalization has created unprecedented challenges and opportunities for education and educating practices globally. The higher education institutions now need to reform their curricula and the educating practices to promote employability skills to open door for every graduate to engage in the globally networked employment platform. With this background, this study focused on analyzing the professional courses of Mathematics Education at master level in reference to behavioral objectives and directed activities by curriculum. Among the professional courses, this qualitative document-based study is based on the purposively selected two courses; Math Ed 515 and Math Ed 535, as they largely represent the curricular goals of Mathematics Education. The data were analyzed based on theoretical understanding and conceptual framework. This study found, based on objectives and instructional activities, that the course Math Ed 515 focused on knowledge transmission rather than development of 21st century competencies. However, another course Math Ed 535 focused more on skill development along with knowledge transmission. These findings imply that courses in Mathematics Education program at the Master level at the selected university require reforms towards incorporating the 21st century competencies to enable the graduates to compete in the global marketplace.
信息通信技术(ICT)、数字化和全球化日新月异的创新为全球教育和教育实践带来了前所未有的挑战和机遇。高等院校需要改革课程设置和教育实践,提高就业技能,为每一位毕业生进入全球网络化的就业平台打开大门。在此背景下,本研究着重从行为目标和课程导向活动两个方面对硕士阶段数学教育专业课程进行分析。在专业课程中,本定性文献研究是基于有目的选择的两门课程;数学教育515和数学教育535,因为它们在很大程度上代表了数学教育的课程目标。根据理论认识和概念框架对数据进行分析。本研究发现,基于目标和教学活动,数学教育515课程侧重于知识传播而不是21世纪能力的发展。然而,另一门课程Math Ed 535更侧重于技能发展和知识传播。这些发现表明,所选大学的硕士水平数学教育课程需要改革,以融入21世纪的能力,使毕业生能够在全球市场上竞争。