SEAMEO RECSAM-University of Tsukuba Joint Seminar: Searching for Quality
Mathematics Curriculum Framework on the Era of Globalization
February 15-18, 2016
Tokyo Campus, University of Tsukuba, Tokyo, JapanThe Reform ofDirector, Center for Research in Mathematics Education, Khon Kaen University, Thailand
Dean, Faculty of Education
Acting Director, Institute for Research and Development for Teaching Profession for ASEAN
President, Thailand Society of Mathematics Education (TSMEd)

IRDTPASEAN
Institute for Research and Development in
Teaching Profession for ASEAN
Khon Kaen University, THAILAND

Institute for Research and Development in
Teaching Profession for ASEAN

Institute for Research and Development in
Teaching Profession for ASEAN

Today Topics
Problem about Curriculum andInstruction
How to solve these problem?
Analysis of the Curriculum andInstruction Systems of Different
Countries
Concluding Remarks

Today Topics
Problem about Curriculum andInstruction
How to solve these problem?
Analysis of the Curriculum andInstruction Systems of Different
Countries
Concluding Remarks

“Curriculum”

“Instruction”

How we say it?

Curriculum and Instruction

How we use itin educational practice?

Curriculum

Instruction

Curriculum

Instruction

Curriculum

Instruction

How to systematize these ideas ineducation?
The term “Curriculum and Instruction”is so widely used in the field ofeducation that these two words havebecome almost inseparable. However, in
educational practices these two entities
are separated.

What is the relation of Curriculum
and Instruction?
It may be that this misunderstanding
stems from the meaning of each word as
curriculum relates to content, the“what”, whereas instruction defines
method, the “how”

The Problems about Curriculum
and Instruction in Thailand
are…

1.The curriculum development wasintervened and lack of continuity
During the decade, the curriculum development
was intervened by politics and often changed,
which cause the effect to the textbook, theprofessional development, budget and weak ofquality of students. Because of each change often
hastily implemented policies, lack of research anddata. So, it will cause the loss of education, which
affects the overall quality of the nation's youth(Nutravong, 2015).

2. Lack of connection during
the curriculums
Now, there is lack of coherence in the curriculum in eachlevel. For example the curriculum for childhood, primary,secondary and higher education are incoherence and do
not have the planning system. In the childhood, it focuseson learning through observation and evaluation of thebehavior of the students as well. But in the primary school
curriculum will be measured and evaluated in 8 learning
issues. There are very differences and no point forconnecting and prepare for children adequately(Nutravong, 2015).

3. The influence of testingin guiding teaching
In the present, the national test O-NET to be used as partof graduation and admission to each student. It is thecause of the instruction for the examination which
curriculum is emphasized to practice and assessment on
the actual condition occurs. But the O-NET is measuredby using a Multiple Choice exam, then the exam O-NET
affect further study. Thus causing the problem of tutorials
to get a higher score more than learning to know thetruth, analytical thinking, the action and activities todevelop the learners ‘characteristic as defined in thecurriculum (Nutravong, 2015).

4. Lack of measures to control andmonitor curriculum quality/special
programs of school
In the present, there are many school especially inlarge schools have opened special courses (EP, IP,Gifted etc.) charging high fees. The curriculum
consideration and management within the school
without organization or department of education
to controls, to nationalize quality and explicitly
implementation and cause the learners with poor
economic status are less opportunity to attend tolarge school of government sector (Nutravong,2015).

Today Topics
Problem about Curriculum andInstruction
How to solve these problems?
Analysis of the Curriculum andInstruction Systems of Different
Countries
Concluding Remarks

How to solve theseproblems?

Normally, the curriculum isfrequent changed and theunreasonable desire to expect
short-term results.

Thus, the problem of how toeffectively implementing curriculum
needs to be addressed.

1) Lack of perspective regarding the“Paradigm Shift from Products toProduct – Process Approaches”
This is still a problem in many countries, including
Thailand, and this issue cascades into the otherpoints. The obvious example is that most of thework being done on curriculum development
nowadays focuses only on the curriculum
document, without any regard to the process. In
other words, the focus remains on product, andprocess continues to be ignored.

2) Lack of understanding about“The relation betweencurriculum and instruction”

Most teachers suffer from thecommon misconception thatcurriculum and instruction areseparate entities rather than asystem.

The example of misunderstanding about“The relation between curriculum and instruction”
curriculum
curriculum
curriculumContent of the Core Curriculum for Basic Education (2008)

Content of the School-based CurriculumIntroduction
VisionContent of theCore
Student’s competency
Curriculum forBasicEducation(2008).

Introduction
VisionStudent’s competency

Content of theschool-basedCurriculum3) Lack of Understanding regarding theintegration of curriculum and instruction as asystem
Today in Thailand, the understanding is thatcurriculum and instruction are separated from eachother rather than two elements of a functioning
system. This lack of understanding about
curriculum and instruction as a developmental
process can be seen in the field of curriculum andinstruction in Thailand where the word instruction
is excluded from the content.

The levels of curriculum as the basic elements to build up
the curriculum and instruction system.

IntendedCurriculum
Implemented
Curriculum

Attained
Curriculum
Kilpatrick, J. (2009). The mathematics teacher and curriculum change. PNA, 3(3), 107- 121

4) Misunderstanding of the“Research and Development Cycle”
of Curriculum and Instruction

Using the hypothetical model, previouslymentioned, to analyze a curriculum
application in many countries, including
Thailand, which are currently restricted to a
top-down approach will not lead to a
research and development cycle.

Problem in Traditional Approach
Using thehypotheticalmodel only TopDown Approach

IntendedCurriculum
Implemented
Curriculum

AttainedCurriculum4) Misunderstanding of the“Research and Development Cycle”
of Curriculum and Instruction

1. In order to achieve that goal there also
needs to have feedback information that
results from a bottom-up approach.
Therefore, it can be seen that both thetop-down and bottom-up approaches
are needed to complete the cycle offeedback, improvement andimplementation.

New Approach:Top-down and Bottom-up approaches
IntendedCurriculum

Top Down
Approach

Implemented
Curriculum

Bottom Up
Approach

Attained
Curriculum
Kilpatrick, J. (2009). The mathematics teacher and curriculum change. PNA, 3(3), 107- 121

The integration of Top-Down and Bottom up
Approaches for “Research and Development Cycle”

IntendedCurriculum

Implemented
Curriculum

AttainedCurriculum
Kilpatrick, J. (2009). The mathematics teacher and curriculum change. PNA, 3(3), 107- 121

The Model of Curriculum and Instruction System
IntendedCurriculum
1Curriculum

4

Implemented
Curriculum
2

Instruction

3

Attained
Curriculum
Kilpatrick, J. (2009). The mathematics teacher and curriculum change. PNA, 3(3), 107- 121

Today Topics
Problem about Curriculum andInstruction
How to solve these problem?
Analysis of the Curriculum andInstruction Systems of Different
Countries
Concluding Remarks

The Model of Curriculum and Instruction System of SouthKorea (each cycle taking 7 years)
1) Korea’s Ministry of Education, Scienceand Technology, 2) The Korea Institutefor Curriculum and Evaluation, 3)
Commercial or private publisher

improvement of teaching and learning
methods, development andauthorization of textbooks and theimplementation of national-level
educational tests” Close collaborative
ties have been formed between theKorea Institute for Curriculum andEvaluation and government, academic
circles, and teachers and students
through public meetings and seminars.

IntendedCurriculum

ImplementedCurriculum1)College of education2)Universities of education

3) Teacher training center
The college of education has adesignated purpose of training
secondary school teachers. Upon
graduating from it, students areawarded with grade 2 teacher
certificate.

AttainedCurriculum

Korea Institute for Curriculum
and Evaluation (KICE)
To conducts research on theassessment standards and quality
control systems of textbooks,authorization and approval of textbooks
submitted by publishing companies andbasic research for the improvement of
textbook systems and structures. To
conducts the planning, developing,
printing and scoring of national-leveltests in a fair and systematic manner.
Korea Institute for Curriculum
and Evaluation (KICE)
To conducts research on the assessment
standards and quality control systems oftextbooks, authorization and approval of
textbooks submitted by publishingcompanies and basic research for theimprovement of textbook systems andstructures. To conducts the planning,developing, printing and scoring of
national-level tests in a fair andsystematic manner.

The Model of Curriculum and Instruction System of Japan(Each cycle taking 10 years)
1) Ministry of Education, Culture, Sports,
Science and Technology (MEXT), 2)
Commercial or private publisher

The quality of Japanese education to
the quality of the Japanese curriculum,
set by the Japanese Ministry ofEducation, Culture, Sports, Scienceand Technology (MEXT), advised by
the Central Council for Education.
(1) Universities, Junior Colleges ,Colleges of Technology(2) Specialized Training Colleges(3) Miscellaneous Schools(4) Teacher training center(1) intended to conduct teaching and researchin depth in specialized
academic disciplines and provide students withadvanced knowledge. Junior Colleges aim atconducting teaching and research in specialized
subjects and at developing in students suchabilities as are required for vocational orpractical life. (2) may be classified into three
categories: upper secondary, postsecondaryand general courses. (3)provide people withvocational and practical training

IntendedCurriculum

Implemented
Curriculum

AttainedCurriculum

National Institute for Educational
Policy Research(NIER)
NIER started out as the National
Institute for Educational Research inJune 1949 and conducted basic andpractical research surveys
concerning education. List of Basic
Research To Plan and Design
Educational Policies about Basiccollaborative research withresearchers of all nationalities.
.
National Institute for Educational
Policy Research(NIER)
NIER started out as the National
Institute for Educational Research inJune 1949 and conducted basic andpractical research surveys
concerning education. List of BasicResearch To Plan and Design
Educational Policies about PISA,
which we are taking part in as theJapanese representative, research
conducted by the IEA, and TIMSS.
.

The Model of Curriculum and Instruction System of Singapore
The Singapore Ministryof Education (MOE)
has a great deal of control over how thecurriculum is implemented. As it promoted a shift
from instruction based on teacher lectures andstudent memorization to one that emphasizes
student engagement and creativity, ministry
officials met regularly with school leaders anddeveloped an extensive series of professional
development opportunities for teachers as theyrolled out the new system.

National Institute ofEducation (NIE)
National Institute of Education (NIE), is anautonomous institute of Nanyang
Technological University (NTU)
in Singapore. Ranked 13th in the world
and 2nd in Asia by the QS World
University Rankings in the subject ofEducation in 2013, the institute is the soleteacher education institute for teachers inSingapore. NIE provides all levels of teacher
education, ranging from initial teacher preparation,
to graduate and in-service programmes, andcourses for serving teachers, department heads,
vice-principals and principals. Its enrolment stands
at more than 5,600 full-time equivalent students.

IntendedCurriculum

Implemented
Curriculum

National Institute ofEducation (NIE)
Aim to provide insights that may betranslated into inputs for policy making
and beneficial practices on the groundthrough our research and publications inpolicy and leadership. To conduct
research in policy and leadership that
aimed to provide insights that may betranslated into inputs for policy making
and beneficial practices on the groundthrough our research and publications inpolicy and leadership

Singapore Examinations
and Assessment Board (SEAB)

AttainedCurriculum

SEAB, formerly the Examinations
Division of MOE, was formed todevelop and conduct national
examinations in Singapore, and toprovide other examination andassessment services and products,
locally as well as overseas.

The main problem ofcurriculum and instruction
systemin Thailand

The main problem of curriculum andinstruction system in Thailand
1. Without consideration on the importanceof the “gap” between each level of thecurriculum.
2. "Research and development activities" inorder to close the gap are not clear.
3. The institute was responsible for researchand development activities in order toclose the gap are not clear.

Today Topics
Problem about Curriculum andInstruction
How to solve these problem?
Analysis of the Curriculum andInstruction Systems of Different
Countries
Concluding Remarks

The New Model of Curriculum andInstruction System of Thailand
IntendedCurriculum
Research and develop thetextbook, teacher guidebook materials etc.

1) Teacher apprenticeship2) Control the curriculum standard
and teacher apprenticeship3) Develop the experience teacher
and cooperate with teacher
education.
4) Research and develop thecurriculum for the Ministry ofEducation.
5) Control the teacher professional
development.

ImplementedCurriculum

AttainedCurriculum

Control the quality oftextbook and research on
the educational policy•Research and develop instudents assessment•Research about standardof textbook.
•Research about standardof assessment.

APEC-ICER 2016
November 12-15, 2016
CRME
Center for Research in Mathematics Education
Faculty of Education, Khon Kaen University

www.crme.kku.ac.th

Festival 2016

Sithan KKU