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ERIC Number: ED534464
Record Type: Non-Journal
Publication Date: 2011
Pages: 219
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2670-0082-8
Mathematics Curriculum Changes in Republic of Serbia for Grades 5-8 After the Break-Up of Socialist Federal Republic of Yugoslavia
Vlajic, Jovana
ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University
The purpose of this study was to determine the changes in the mathematics curriculum for grades 5-8 in the Republic of Serbia after the break-up of SFRY. In particular, the research sought to identify the changes in the mathematics curriculum in terms of curriculum content and learning objectives, textbooks, and high school entrance examination between the two periods, and to determine the alignment between the given curricular components within each period. The researcher examined the teaching plan and programs for grades 5-8 in terms of content and learning expectations; 5-8 grade textbooks have been analyzed for representation of different problems, and high school entrance examination used during the SFRY and at present time has been analyzed in terms of the content, learning expectations, and types of problems. Findings of this study suggest that the educational reform of 2000 has reduced the curriculum load to ensure that students are given time to learn, practice, and apply new knowledge. During both time periods, the material covered in grades 5-8 has been focused on the following content areas: number sense, measurement, geometry, and algebra. Although, the majority of learning objectives continue to target lower level skills, the new learning objectives were added requiring that students demonstrate higher levels of understanding. Thus, the focus has shifted away from rote memorization to critical thinking and problem solving. The educational reform has also abolished the government monopoly on textbook production and creation. The current textbooks differ from the previous ones in presentation of concepts and ideas, and emphasis on different types of problems. Lastly, the differences between the high school entrance exams were reflected in the format, number of questions, and distribution of problem types. The exam content and cognitive demand expectations remain unchanged. The results of the study may be of interest to mathematics educators and curriculum developers as a valuable source of information in the future reform developments aimed at the improvement of the teaching and learning of mathematics. The study may also be a valuable resource for mathematics educators who are interested in examining curriculum documents and making comparisons across different educational systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Serbia; Yugoslavia