Consideration of Teacher’s Curriculum Knowledge in the Process of Transformation

Abstract

　　 The aims of this study are to define curriculum knowledge by reviewing previous studies and to clarify the aspects of curriculum knowledge in a part of lesson plans written teacher’s idea for the lesson. The curriculum knowledge in this study consists of two parts, knowledge of intended curriculum and horizon contents knowledge. The knowledge of intended curriculum includes aims of education, subjects, topics and lessons, learning contents in the past and in the future, sequence of learning contents. Horizon content knowledge is mathematical horizon which consists of four elements, knowledge of advanced mathematical knowledge, nature of mathematics, mathematical activities and characteristics of mathematics. Particularly teacher’s horizon content knowledge impacts on lesson construction and methods in the case of actual lesson.

　　 Using this curriculum knowledge, a part of lesson plan as a product of transformation is analyzed. Three lesson plans are selected and author defined what kinds of curriculum knowledge there are. Firstly lesson plan are compared with teaching guide of course of study which is intended curriculum. After that the curriculum knowledges are chosen and defined. A part of lesson plan includes advanced mathematical knowledges, for example the idea of limits and analytic geometry and also such kinds of horizon content knowledge clearly impact on the aim of the lesson, the value of subject matter and way of teaching based on long span sequence.