2018 Volume 24 Issue 2 Pages 67-76
With regard to the improvement of the quality of education in SDGs, the necessity to review the curriculum from socio-cultural perspectives is set as one of the key issues. Mathematics education has changed with times, along with that, the socio-cultural perspective in mathematics education also has kept in step with times. Analysis of mathematics intended curriculum from various socio-cultural perspectives have been conducted so far, however, comprehensive analysis has not been done associating with those socio-cultural perspectives. The purpose of this paper is to define the socio-cultural perspective of mathematics intended curriculum and construct a framework for the comprehensive analysis of mathematics intended curriculum with the defined perspectives.
The author constructed the framework through the discussion mainly Bishop’s mathematical enculturation and key competencies by OECD. In addition, the contents of basic structure of Mozambican mathematics intended curriculum was analyzed using the constructed framework for confirming validity of it.
As a result of the analysis, the socio-cultural perspective of the mathematics intended curriculum of Mozambique was characterized to a certain extent based on the definition in this study. Therefore, it can be said that the validity of the basic structure in the framework was proved. On the other hand, it was also revealed that it cannot be characterized in detail by analyzing only basic structure of intended curriculum. It would be possible to characterize it further in detail by analyzing the medium structure and the small structure.
