A New Model of Mathematics Education: Flat Curriculum with Self-Contained Micro Topics

Philosophies

Attila Egri-Nagy¹  Miklós Hoffmann² 

[1] Department of Mathematics and Natural Sciences, Akita International University, Yuwa, Akita 010-1292, Japan;Department of Mathematics, Eszterházy Károly University, 3300 Eger, Hungary;

关键词: mathematics;    education;    philosophy of education;    flat curriculum;    micro topics;    deconstruction;   

DOI  :  10.3390/philosophies6030076

来源: DOAJ

【 摘 要 】

The traditional way of presenting mathematical knowledge is logical deduction, which implies a monolithic structure with topics in a strict hierarchical relationship. Despite many recent developments and methodical inventions in mathematics education, many curricula are still close in spirit to this hierarchical structure. However, this organisation of mathematical ideas may not be the most conducive way for learning mathematics. In this paper, we suggest that flattening curricula by developing self-contained micro topics and by providing multiple entry points to knowledge by making the dependency graph of notions and subfields as sparse as possible could improve the effectiveness of teaching mathematics. We argue that a less strictly hierarchical schedule in mathematics education can decrease mathematics anxiety and can prevent students from ‘losing the thread’ somewhere in the process. This proposal implies a radical re-evaluation of standard teaching methods. As such, it parallels philosophical deconstruction. We provide two examples of how the micro topics can be implemented and consider some possible criticisms of the method. A full-scale and instantaneous change in curricula is neither feasible nor desirable. Here, we aim to change the prevalent attitude of educators by starting a conversation about the flat curriculum alternative.

【 授权许可】

Unknown