The paper "Comparative Analysis of Mathematics Curriculum in Australia and Finland" is a great example of a research proposal on education. Education systems are diverse across the world with variance beginning from the school curriculums to the particular subject syllabuses. The variation in the system help explains the development or decline in the performance in the various topics that are examinable to the different countries. One of the general subjects that have wide acceptance in school systems all over the world involves mathematics, which has a standard measure in the various theories and practices concerning its syllabus content.
Symbols, equations, assumptions, and theories concerning mathematics have over time being international issues with methods and standards set at an international level. OVERVIEW BACKGROUND Two different system on the mathematical curriculum assessment two countries, Finland and Australia. The two countries have different mathematical curriculum systems based on the perspective in which they are viewed. The comparison relates to each countries syllabus difference in relation to the content of the subject, the strategies and measures employed to ensure success is achieved at the end of defined learning period.
The curriculum also sets a topic for discussion, with the various methods of imparting knowledge to the students being a relevant issue that will show the variance among the two countries. The best approach of comparing the two nations about the mathematical curriculum would be best suited at the primary school level. The primary school level forms the backbone for the upper levels of education for every student, where they learn the basics of the different subjects. The basics involve formulae, methods, and concepts that explain the different functions that relate to mathematics.
The comparison will be on the strengths that Finish Curriculum has showcased in the strategies and processes of teaching and learning mathematics in class, over that of the Australian curriculum. According to FCCS (1994), the strengths of the Finish curriculum lie in its ability to streamline the goals of both the teachers and the students in the process of teaching and learning mathematics respectively and which is achieved from the various student and teachers programs that have their focus on ensuring that mathematics is understood by the teachers first, in the different education programs offered for them in universities, and the students programs, aimed at sharpening the students skill on each academic level in and away from class.
On the other hand, the report of ACARA (2010a, 2010b), show Australia to be in a struggle with the teaching and studying of mathematics on the curriculum. The curriculum emphasizes more on content rather than the method, processes, and strategies for educating and learning mathematics in class. It has, in turn, led to many students hating math due to perception that it is hard (Forgasz, et. al, 2003). LITERATURE REVIEW The organization of any curriculum in its selection and implementation requires relevance and consistency in this day and age.
A comparative analysis on a curricula involves the isolation and analysis of a target set, with respect to a coverage and understanding of the characteristics of the specific curriculum (Porter, 2004). Content, as one of the major feature of a curricula, requires analysis of its description through isolation of the subject. The curriculum needs content analysis on its cognitive demand or performance expectation, which defines the knowledge needed by the students, provides procedure of how to go about gaining the knowledge and its importance to the students.
Porter (2002, 2004) defines content as domain-specific which has a declaration, procedure, tactics and a situation which targets the knowledge within the curriculum. Porter (2004) explains the intent of the curriculum as the content involved in the examining of the performance expectation, which showcases what the student needs to utilize, understand and know of the provided guidelines communicated through documents and academic material.