Connectivity in support of student co-design of innovative mathematics curriculum trajectories

Abstract

The argument of this theoretical paper is that the existence and availability of suitable digital curriculum resources, accelerated by the recent pandemic, have required a revision of the pedagogical landscape in terms of ways in which students can be empowered to (co-)design their own curriculum trajectories. For this purpose, I argue, students need to be supported in considering many connections, to arrive at coherent trajectories. Based on complexity thinking and curriculum design with digital resources, I propose the concept of connectivity as a crucial principle for creating coherent curriculum trajectories. If students are to become the co-designers of their own curriculum, they need a frame that raises their awareness about the many connections to be made and that supports their capability for actually realizing them. Drawing strongly on my own work and related work by others, I analyse and illustrate the connections made by students, teachers and curriculum designers in their design of mathematics tasks, lessons and learning trajectories with digital resources. Results show that connections can be made at several levels, namely, at a social level, at a material level, at programme level, and at a didactical level. Leaning on systems thinking, connections can be systematically considered, which is likely to help students to enhance the coherence of their designs. I contend that a student-designed ‘connected curriculum trajectory’ is likely to become the focus of future research activities in innovative learning environments: this endeavor would connect aspects of curriculum, mathematical content, learning strategies of students, and the use of new technologies.

Analysis of Co-Construction and Sharing Mechanism of Digital Education Resources based on Digital Information Encryption Technology

“…We adopt the implementation of three-tier distributed object architecture, namely client layer, server layer, and database access layer [33]. Further subdivide and refine the three-tier structure.…”

Research on curriculum resources in mathematics education: a survey of the field

“…The categories show that the field has changed with the further development of CRs. With the introduction of other CRs besides mathematics textbooks issues of coordination, orchestration (Drijvers, Gitirana, et al, 2019), and connectivity Pepin, 2021) in resource systems (Wang, 2018) became increasingly relevant. The diversification of different types of CRs can be mainly attributed to the fast-evolving development of dCRs.…”

Proses Berpikir Kritis Matematis Ditinjau dari Gaya Kognitif: Studi pada Siswa Sekolah Menengah Pertama (SMP)

“…Hal yang hampir serupa juga tertuang dalam kompetensi inti mata pelajaran matematika untuk jenjang SMA/K kurikulum 2013, yaitu siswa mampu mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan (Utari & Hartono, 2019). Standar kompetensi lulusan dan kompetensi inti yang dirumuskan pada kedua kurikulum tersebut menyiratkan secara jelas bahwa tujuan pembelajaran matematika dewasa ini menekankan pada kemampuan berpikir yang harus dimiliki siswa (Pepin, 2021;Safrudiannur & Rott, 2019;Wang & McDougall, 2019). Dengan memiliki kemampuan berpikir, maka siswa akan lebih baik dalam memahami dan menguasai konsep-konsep matematika yang dipelajarinya (Ngilawajan, 2013).…”