ARTICLE REVIEW:ON THE

CONTINUITY MATHEMATICS
CURRICULUM BETWEEN
PRIMARY AND SECONDARY
SCHOOL
EDU 555
CURRICULUM AND INSTRUCTION

PREPARED BY : NURDIYANA BINTI NANDAN

(2014990923)
Prepared for : en. Muhamad furkan bin mat salleh

MAIN IDEA

Concept of CONTINUITY OF THE

CURRICULUM

Review of content in mathematics from

primary to secondary

SUMMARY

ISSUES

At the end of primary school, students remain

unsure that :
1) The fraction n/m is or not a number?
2) What kind of number is n/m?
3) Why > ?

Secondary students cannot relate the previous

lesson during primary schools
eg: FRACTION & RATIONAL NUMBER

SUMMARY

OPINIONS/ COMMENTS

Teachers should know mathematics

curriculum, at least for the neighbouring
years for that cycle and at least from the
learning content point of view (Attard, 2010)

Schools should invite mathematics teacher

from secondary schools to observe or maybe
teach primary mathematics lessons to
students and vice versa

Teachers need deeply understand the subject

matter and flexibly so that they can help or
encourage students create cognitive maps,

CONCLUSION

Researchers and teachers need to sit together

and discuss about the mathematics
curriculum design towards future with more
efficient way

REFERENCES

Catherine, A. (2015, November 22). Primary Mathematics: Engaged

Teachers = Engaged Students. Retrieved November 11, 2016, from
https://engagingmaths.co/2016/05/02/primary-mathematics-engagedteachers-engaged-students/

Nicolescu, B. N., & Petrescu, T. C. (2015). On the Continuity Mathematics

Curriculum between Primary and Secondary School. Journal of
Procedia
Social and Behavioral Sciences, 180, 871-877.

Robert, W. C. (2008). Educating Everybody's Children: Diverse Teaching

Strategies for Diverse Learners, Revised and Expanded 2nd Edition,
320.
Retrieved from
http://www.ascd.org/publications/books/107003/chapters/EducatingEverybody's-Children@-We-Know-What-Works%E2%80%94And- WhatDoesn't.aspx