ICDME TSUKUBA INTERNATIONAL CONDERENCE 2022

Bangladesh’s Mathematics Curriculum Revision of Primary Education
Supported by JICA Technical Cooperation ProjectSatoshi KUSAKA,

Atef ARMAN,

Selim MOHAMMAD,

Shah Alam SARKER,

Naruto University ofEducationJapan

PADECO Co., Ltd

Primary Teachers Training Institute,Bangladesh

Bangladesh

Takuya BABA
Hiroshima UniversityJapan

Background Japan International Cooperation Agency (JICA) has been supporting mathematics
education in Bangladesh through technical cooperation projects for nearly 20 years.
 JICA supports the revision of primary mathematics curriculum and textbooks in theprimary education development program (PEDP)-IV, which began in 2019.
 Japanese experts has worked with them keeping in mind especially two perspectives:
development of Bangladeshi mathematics educational experts and respecting
their initiatives.
This presentation aims to illustrate achievements and challenges of the mathematics
curriculum revision process.

Structure of Bangladesh’s mathematics curriculum in primary education
Example: Grade 5・Terminal competencies

Subject-wise attainable
competencies

Grade-wise attainable
competencies

To be capable of make decision byapplying scientific concepts andprocess on daily life.

Collect, process, andanalyze different
information, and makedecision

Arrange the unorganizeddata and identify various
information by drawinggraphs (Bar graph and linegraph)

Learning outcomes・ Will be able to arrange the given
unorganized data in order and・ Will be able to draw graphs (Bargraph & line graph) using theorganized data/table
・ Will be able to make decisions byanalyzing various information of barand line graphs.

Terminal competencies:
Non-subject-specific competencies obtained by the end of primary education. (8 in total)
Subject-wise attainable competencies:Mathematical competencies obtained by the end of primary education. (8 in total)
The grade-wise attainable competencies:
Mathematical competencies obtained in the specific grade. (20 in total)
Learning outcomes:
Specific outcomes achieved in the specific grade.

Curriculum revision process
Stages1

Processes

Need assessment and situation analysis
Data regarding the strengths and weaknesses of existing implemented and achieved curriculum from relevant stakeholders are collected.

2

Determination of terminal competencies
A group of experts comprising teachers, teacher educators, teacher trainers, and curriculum specialists draft terminal competencies.

3

Evaluation of terminal competencies
Another group of experts rationally evaluates and finalizes the draft terminal competencies.

4

Development of essential learning continuum
A subject-based curriculum committee, comprising subject specialists from various sections, develops subject-wise and grade-wiseattainable competencies.

5

Development of a detailed curriculum
The same committee develops a detailed curriculum.(learning outcome, content, teaching-learning activities, instruction for assessment)

6

Evaluation of the essential learning continuum and detailed curriculum
A group of experts rationally evaluates the detailed curriculum and finalizes it.

7～9Approval

Curriculum Development and Revision Core Committee (CDRCC)
National Curriculum Coordination Committee (NCCC)
Ministry of Primary and Mass Education(MoPME)

The actual revision were took place from stage 2 to 6. The participated organizations from step 2 to 6 were the same,but the members were different between development stage (Step 2, 4 & 5) and evaluation stage (Step 3 and 6).

How Bangladesh experts and Japanese experts corroborated in the revision process
Step 1

Step 2

Japanese experts discussedregularly with three
Bangladeshi experts.

Three Bangladeshi experts
presented the draft to othercommittee members in theformal committees (Steps 2–9)

 Japanese experts discussed problems
and challenges of the current
curriculum regularly with three
Bangladeshi experts of the committee.
 A draft of the revised curriculum isprepared.

 The three experts took initiative ofthe meeting.
 They discussed with othermembers and got consensus
content by content.

Why this strategy?
 To maximize the capacity development of Bangladeshi mathematics educational experts.
 To promote Bangladesh’s initiatives.

Japanese experts discussed
regularly with Bangladeshi
experts.

Three Bangladeshi
experts presented thedraft to othercommittee members in
the formal committees
and led the discussion(Steps 2–9)

Examples of discussion and changes
ContentDiscussion

1. The number digit should be expanded using Bangladesh’s number systemi.e., 1 lakh and 1 crore in Grade 3 and 4.

In addition to the base-10 place value system, the local nature of theBangladeshi language should be considered.

2. The “composition and decomposition of 10” is written explicitly in thecurriculum.

Importance of the composition and decomposition of 10 for the addition andsubtraction.

3. Addition of 1-digit numbers (1 + 1・・・9 + 9) and its inverse subtraction (1− 1・・・18 − 9) are written explicitly in the curriculum.

Structure of addition of 1-digit numbers (1 + 1・・・9 + 9) and its inverse
subtraction (1 − 1・・・18 − 9) for the base of base of operation more than 2digits.

4. The number line is introduced from Grade 1.

Importance of number line as a mental model

5. Proper, improper, and mixed fractions are introduced in Grade 3 instead ofGrade 5.

Types of fraction are necessary even in addition and subtraction, which areintroduced in Grade 3 and 4.

6. Concerning the decimal numbers, up to hundredth place is taught in class 4
and up to thousandth place is taught in class 5 instead of teaching in class
5 at once.

It is better to study decimal numbers continuously for 2 years by arranging themspirally.

7. Finding equivalent fraction by calculation is introduced in Grade 4 insteadof Grade 5.

Finding equivalent fraction by calculation is difficult without learning common
multiple and least common multiple. The idea of equivalent fraction is introducedin Grade 3 by using number line or figures, but equivalent fraction by calculation
using common multiple and L.C.M is learned in Grade 4.

8. Counting in twos, threes, and so on for understanding number patterns andacquiring number sense is introduced in Grade 1 instead of Grade 2.

“Number patterns” is important to acquire number sense. It is better to introduce
in early stage of mathematics education.

9. The comparison of fractions is introduced after the study of fractions asmeasurement in Grade 3.

Comparing the size of fractions by using only part-whole fraction leads students
misunderstanding.

10. Characteristics of solids move to from Grade 2 to Grade 5.

Solids are used for focusing on their faces in Grade 2. However, the detailcharacteristics should be introduced after learning all the plane shapes.

11. In the current curriculum, students learn all units of time (day, hour,minute and second) and the relationship among them in class 2. The unit
“second” was moved to Grade 3.

Same as other measurement unit, it is better to separate Grades to learn
continuously and spirally.

0Get the idea
Solve
Know
Recognize
ExpressWrite
MultiplyCount
DrawAddDivideUse
Arrange
Find/ Find out
Subtract
Identify
ReadCompare
ConvertSay
MesureBe Acquired
Tell
Determine
Learn
Carry Out
Form
Make Use ofName
Apply
Be Acquinted withCollect Data
Develop the Concept
ExchangeGain
Get the Concept
Make Application
PerformShow
Simplify
UnderstandChanges in verbs used in grade-wise attainable competencies

3530

25

20

15105

Previous curriculum(Anderson, Krathwohl, & Bloom, 2001).

 related to attitudes and social skills.
Revised curriculum

Increased the verbs:

 classified as higher-order thinking skills in the revised Bloom’s Taxonomy

Conclusion (Way forward)
1) Trusted relationship with Japanese experts (Precondition) The trust built up over 15 years of project work between Bangladesh and Japan, and the capacity
development of the mathematics experts worked as indispensable preconditions for this time curriculum
revision.
2) Use of evidence in curriculum revision (Challenge for the near future) The priority was given to revise the scope and sequence of learning content according to the international
trend. The attention was not paid to the actual situation of children with evidence very much.
 Result of the need assessment (Stage1) was overlooked during the curriculum revision process.
 One of the future challenges is to revise the current curriculum based on evidence.
3) Recording the process and discussion of curriculum revision (Challenge for a long-term future) It is important to ensure the continuity of the curriculum revision.
 In order to do that, it is necessary to keep detailed records of the discussion, and reflect the revision
process:- What processes were taken to revise the curriculum.
- What kind of discussion occurred based on what kind of evidences, relevancies and so on.
- What changes occurred.

References
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A
revision of Bloom's Taxonomy of educational objectives (Complete ed.). Longman.
Assembly, T. G., . (2007). Universal Declaration of Human Rights (Chuukese), Asia-Pacific Journal on HumanRights and the Law, 8(1), 101-106.
Baba, T., & Nakai, K. (2009). Possibilities of lesson study approach in international cooperation in education: Thecase of Zambia. Journal of International Cooperation in Education, 12 (2)，107-118.
Kusaka, S., Nhêze, I., & Baba, T. (2021). Analysis of the intended mathematics curriculum revision process inMozambique from the perspective of relevance, Journal of Curriculum Studies, 53 (5), 642-658.
MoPME. (2015). Third Primary Education Development Program (PEDP - 3) - Revised (2011-2016). Dhaka,
Directorate of Primary Education.