From content transmission to competency-based design: historical analysis of skill discourse in primary mathematics curricula
Yazarlar (1)
Dr. Öğr. Üyesi Murat BAŞ Kırşehir Ahi Evran Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Journal of Curriculum Studies (Q1) | ||
| Dergi ISSN | 0022-0272 Dergi Bilgileri (2026) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 06-2026 |
| Cilt / Sayı / Sayfa | 0 / 0 / 1–21 | DOI | 10.1080/00220272.2026.2691846 |
| Makale Linki | https://doi.org/10.1080/00220272.2026.2691846 | ||
| Kurumsal açık arşiv linki | https://www.tandfonline.com/doi/full/10.1080/00220272.2026.2691846 | ||
| UAK Araştırma Alanları |
Matematik Eğitimi
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| Özet |
| This article examines how the concept of 'skill' has been defined and institutionalized in primary mathematics curricula across five national systems the United States, England, Finland, Singapore, and Türkiye and within OECD policy frameworks between 1900 and 2025. The analysis draws on 23 official curriculum texts and supranational policy documents (approximately 197,000 words of policy language across Periods III--V) coded using a four-category analytical matrix applied to identifiable policy statements. Intercoder reliability was established on a 20% subsample (Cohen's κ = .76--.83). The study reconstructs five periods of paradigmatic change and develops a three-type typology of discourse--architecture alignment. Findings indicate that in many contexts competency language in curriculum documents has expanded ahead of corresponding transformation in content organization and assessment ... |
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| Google Scholar | 2 |