ECS 210

Curriculum as Literacy

Question: “You have been asked to examine the curriculum of the subject area you expect to teach once you graduate. Re-read that curriculum with the frames of literacy presented this week: autonomous and ideological? In what ways are these two frames present in the curriculum that you examined? Which one is more prominent? Following Lihsa Almashy’s example, what changes can you do to connect the mandated curriculum to the students lives.

It is very difficult for me to provide a correct, well-rounded, educated opinion of this topic. This feeling with the lack of knowledge, understanding and comprehension for the two models of literacy; autonomous and ideological.

The secondary mathematic curriculum is geared more towards the autonomous model of literacy. The content that is covered in the mathematics curriculum from kindergarten to grade twelve is very repetitive, but each year the topics are built onto and extended a little more. Questions and open mathematic tasks are used to promote high cognitive skills by allowing students to connect concepts and use cross-curricular ties to solve it. Mathematics “disguises the cultural and ideological assumptions that underpin it and that can then be presented as though they are neutral and universal.” The subject of mathematics is not specific to a certain society, or culture of people, but it is considered universal throughout the world. Mathematics may hold a different value, or importance in other geographical areas but it is still generally viewed as essential.

Elements of the mathematics curriculum can be seen throughout the ideological model. Treaty education existed in the curriculum, which, will aid indigenous people by connecting their culture with the mathematics they are learning. It provides them with examples of how the mathematical content is used in their everyday lives.

How can the mathematical curriculum be adjusted to relate to the students lives?

  • Multicultural Connections
  • Open Tasks
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