Palestinian Kindergarten Curriculum Framework : A Review of the Mathematics Development Progression
Early mathematics learning has garnered considerable attention globally over the past few years. This increased attention is motivated by global research pointing to the importance of early mathematics in supporting children`s later academic develo...
| Main Author: | |
|---|---|
| Format: | Report |
| Language: | English |
| Published: |
World Bank, Washington, DC
2018
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/152191544454141682/Palestinian-Kindergarten-Curriculum-Framework-A-Review-of-the-Mathematics-Development-Progression http://hdl.handle.net/10986/31067 |
| id |
okr-10986-31067 |
|---|---|
| recordtype |
oai_dc |
| spelling |
okr-10986-310672021-05-25T09:20:46Z Palestinian Kindergarten Curriculum Framework : A Review of the Mathematics Development Progression World Bank Group MATHEMATICS LEARNING CURRICULUM INSTRUCTIONAL PHASES INSTRUCTIONAL MATERIALS EDUCATION PRIMARY EDUCATION Early mathematics learning has garnered considerable attention globally over the past few years. This increased attention is motivated by global research pointing to the importance of early mathematics in supporting children`s later academic development. The need to ensure that children have explicit and planned opportunities to develop foundational mathematics skills has led to the development of research-based early mathematics curricula that clearly articulate the types of mathematics learning experiences young children can and should have at different points in their learning pathways. The present study was commissioned by the Palestinian Ministry of Education and Higher Education to review the Palestinian kindergarten (KG) curriculum framework with a focus on the early mathematics progression that it puts forward. Specifically, the study aims to provide answers to three questions: (1) to what extent is the curriculum structured along a developmental progression that reflects the latest cognitive research on how children learn mathematics from an early age?; (2) how does the Palestinian early mathematics curriculum compare to that of other countries with established KG systems, such as Canada, the United Kingdom, the United States, Australia, and Singapore?; and (3) how well does the curriculum align with the Grade 1 Palestinian mathematics curriculum? It then puts forward a number of recommendations to improve early mathematics learning in KG classrooms. 2018-12-27T17:35:16Z 2018-12-27T17:35:16Z 2018-11 Report http://documents.worldbank.org/curated/en/152191544454141682/Palestinian-Kindergarten-Curriculum-Framework-A-Review-of-the-Mathematics-Development-Progression http://hdl.handle.net/10986/31067 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Economic & Sector Work :: Other Education Study Economic & Sector Work Middle East and North Africa West Bank and Gaza |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
MATHEMATICS LEARNING CURRICULUM INSTRUCTIONAL PHASES INSTRUCTIONAL MATERIALS EDUCATION PRIMARY EDUCATION |
| spellingShingle |
MATHEMATICS LEARNING CURRICULUM INSTRUCTIONAL PHASES INSTRUCTIONAL MATERIALS EDUCATION PRIMARY EDUCATION World Bank Group Palestinian Kindergarten Curriculum Framework : A Review of the Mathematics Development Progression |
| geographic_facet |
Middle East and North Africa West Bank and Gaza |
| description |
Early mathematics learning has garnered
considerable attention globally over the past few years.
This increased attention is motivated by global research
pointing to the importance of early mathematics in
supporting children`s later academic development. The need
to ensure that children have explicit and planned
opportunities to develop foundational mathematics skills has
led to the development of research-based early mathematics
curricula that clearly articulate the types of mathematics
learning experiences young children can and should have at
different points in their learning pathways. The present
study was commissioned by the Palestinian Ministry of
Education and Higher Education to review the Palestinian
kindergarten (KG) curriculum framework with a focus on the
early mathematics progression that it puts forward.
Specifically, the study aims to provide answers to three
questions: (1) to what extent is the curriculum structured
along a developmental progression that reflects the latest
cognitive research on how children learn mathematics from an
early age?; (2) how does the Palestinian early mathematics
curriculum compare to that of other countries with
established KG systems, such as Canada, the United Kingdom,
the United States, Australia, and Singapore?; and (3) how
well does the curriculum align with the Grade 1 Palestinian
mathematics curriculum? It then puts forward a number of
recommendations to improve early mathematics learning in KG classrooms. |
| format |
Report |
| author |
World Bank Group |
| author_facet |
World Bank Group |
| author_sort |
World Bank Group |
| title |
Palestinian Kindergarten Curriculum Framework : A Review of the Mathematics Development Progression |
| title_short |
Palestinian Kindergarten Curriculum Framework : A Review of the Mathematics Development Progression |
| title_full |
Palestinian Kindergarten Curriculum Framework : A Review of the Mathematics Development Progression |
| title_fullStr |
Palestinian Kindergarten Curriculum Framework : A Review of the Mathematics Development Progression |
| title_full_unstemmed |
Palestinian Kindergarten Curriculum Framework : A Review of the Mathematics Development Progression |
| title_sort |
palestinian kindergarten curriculum framework : a review of the mathematics development progression |
| publisher |
World Bank, Washington, DC |
| publishDate |
2018 |
| url |
http://documents.worldbank.org/curated/en/152191544454141682/Palestinian-Kindergarten-Curriculum-Framework-A-Review-of-the-Mathematics-Development-Progression http://hdl.handle.net/10986/31067 |
| _version_ |
1764473533090496512 |