Sixty years of the Nova Scotia math curriculum: What’s changed?

dc.contributor.author	MacLean, Gregory
dc.date.accessioned	2017-05-03T17:33:40Z
dc.date.available	2017-05-03T17:33:40Z
dc.date.issued	2017-05
dc.description.abstract	The Department of Education is currently in the process of revising the educational curriculum to align with the Western and Northern Canadian Protocol (WNCP). This change was motivated by concerns that the curriculum objectives had become too numerous and too difficult to teach to. Prompted by this, the present retrospective review explores the ways that the NS curriculum has changed over the past 60 years in terms of: number of curriculum objectives, whether those objectives are well-defined, and their cognitive characteristics as defined by the Revised Bloom’s Taxonomy of learning objectives. Findings suggest that the NS math curriculum has been shifting from concrete and practically oriented to increasingly abstract and conceptually oriented objectives, but that this shift to conceptual understanding is not necessarily accompanied by an increase in vague or ill-defined outcomes.	en_US
dc.format.availability	Full-text	en_US
dc.identifier.uri	https://hdl.handle.net/10587/1806
dc.language.iso	en	en_US
dc.publisher	Mount Saint Vincent University	en_US
dc.subject	Nova Scotia, math curriculum	en_US
dc.title	Sixty years of the Nova Scotia math curriculum: What’s changed?	en_US
dc.type	Thesis	en_US

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Name:: Appendices- Curriculum Documents.pdf
Size:: 21.66 MB
Format:: Adobe Portable Document Format
Description:: Supplemental material of curriculum documents referenced in thesis

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