Curriculum Structure Group Task

1. Presented by Group 5

3. Principles and Standards for School Mathematics describes
a future in which all students have access to rigorous, high-
quality mathematics instruction, including four years of high
school mathematics. Knowledgeable teachers have
adequate support and ongoing access to professional
development. The curriculum is mathematically rich,
providing students with opportunities to learn important
mathematical concepts and procedures with
understanding. Students have access to technologies that
broaden and deepen their understanding of mathematics.
More students pursue educational paths that prepare them
for lifelong work as mathematicians, statisticians,
engineers, and scientists.

5. INDONESIA
By the turn of the current education curriculum to be
KTSP, then its curriculum characteristics is also different.
KTSP characteristics can be known, among others, of
how schools and education units to optimize
performance, learning, learning resource management,
professionalism of staff, as well as the assessment
system.

6. Thus, it can be argued some of the characteristics of KTSP
as follows:
Granting broad autonomy to schools and education units.
Community and parent participation is high.
Democratic leadership and professional.
Team work is compact and transparent.

7. South Korea
Modern school system in South Korea is divided into 6 years of primary school,
three years each for junior high and high school. Program for International
Student Assessment (Program for International Student Assessment) which is
run by a recent OECD study puts South Korea ranked 11th in the world.
Although school students often occupy South Korea rank high on international
comparative tests, theeducation system is often criticized for applying a passive
way of learning and too much memorization. South Korea's education system is
quite disciplined and structured is the influence of Confucianism that has long
been embedded in Korean society. Hisstudentsrarely haveenough timeto relax
becauseof thepressureto do well and get in top universities.

8. INDONESIA
Currently in Indonesia has been established that the
curriculum used is the Education Unit Level Curriculum
(KTSP). KTSP is an idea about developing a curriculum
that is placed in the position closest to the learning, the
school and education units. Empowerment schools and
education units by providing greater autonomy, in addition
to showing the responsiveness of government to the
demands of society, is also a means of improving the
quality, efficiency, and equity of education.

9. On KTSP system, the school has "full authority and
responsibility" in setting the curriculum and learning in
accordance with the vision, mission, and goals of education
unit. To realize the vision, mission, and goals, schools are
required to develop standards of competence and basic
competences in the competence indicators, develop a
strategy, set priorities, manage a variety of potential
schools and empower neighborhoods, and accountable to
the people and Government in KTSP, curriculum
development done by teachers, principals, and school
committee and the board of education.

10. SOUTHKOREA
Curriculum in South Korea has long been reformed with an
emphasis on engineering and technology utilization. Long
learning in school pupils South Korea, on average lasts for
15 hours / day. School hours in place starting at 07.00 and
ending up at 22:00 and every student class numbered only
25 children. It was still divided into two groups, each
numbering 12 and 13 children.
One interesting thing, the schools that have names in
Korea, it was founded by well-known industry companies
such as Hyundai, Samsung, and LG. The government only
supports the subsidy funding.
Such learning systems, facilitate the graduates, who
obviously intelligent and master the skills, can be recruited
into the workforce in the company concerned.

11. INDONESIA
System administration / education hierarchy in Indonesia is
divided into several educational pathways which are further
subdivided into several types and forms of education.
Educational pathway consists of: (1) formal education and
(2) non-formal education.

13. Basic Education
Primary education is education that underlies secondary
education. Every citizen aged seven to fifteen years of
compulsory basic education. Government and Local
Government guarantee the implementation of compulsory
education for every citizen over the age of 6 (six) years in
the basic education without charging a fee. Basic education
in the form:
•Elementary School (SD) and Madrasah Ibtidaiyah (MI) or
other forms of the same level,
•Junior High School (SMP) and Madrasah Tsanawiyah
(MTs), or other forms of equals.

14. Secondary Education
Secondary education is a continuation of basic education.
Secondary education consists of: general secondary
education, and vocational education.
Secondary education in the form:
1. Senior High School (SMA),
2. Madrasah Aliyah (MA),
3. Vocational School (SMK), and
4. Madrasah Aliyah Vocational (MAK), or other forms of
equals.

15. Higher Education
Higher education is education after secondary education
includes diplomas, bachelor's, master's, specialist, and
doctoral degrees are held by the college. Universities may
take the form:
1. academy,
2. polytechnics,
3. high school,
4. institute, or
5. University

16. Organized non-formal education for citizens who require
educational services that serves as a replacement, addition,
and / or complement formal education in support of lifelong
education. Non-formal education serves to develop the potential
of students with an emphasis on the mastery of knowledge and
functional skills as well as personality development and
professional attitude.
Non-formal education includes:
1. life skills education,
2. early childhood education,
3. youth education,
4. educational empowerment of women,
5. literacy education,
6. vocational education and job training,
7. educational equality, and
8. Another study aimed to develop the ability of learners.

17. SOUTH KOREA
In general, the education system in South Korea consists of
four levels, namely formal education: elementary school,
high school junior high, high school and higher education.
This is the fourth level of education: grade 1-6
(elementary), grades 7-9 (junior), 10-12 (high school), and
grade 13-16 (high school / program S1), as well as post-
graduate program (S2/S3 ).

18. INDONESIA
•Sifat-Sifat Operasi Hitung
•Perpangkatan dan Penarikan Akar Pangkat Tiga
•Menentukan FPB dan KPK
•Satuan Volume
•Satuan Debit
•Luas Bangun Datar
•Bangun Ruang

19. SOUTH KOREA
•Division of fraction
•Division of decimals
•Mixing calculations of fractions and decimals
•The properties of prisms and pyramids
•The properties of cylinders and cones
•Various solid figures
•Ratio of the circumference of a circle to its diameter and area of a
circle
•Surface area and volume
•The surface area and volume of a cylinder
•Ratio graphs
•Number of cases and probability
•Equations
•Proportional expressions
•Continued ratios and proportional distribution
•Direct proportion and inverse proportion
•Problem solving methods

20. Content standard is a written description of what students
should know and be able to do in a particular content or
subject area. The expectations articulated in the content
standard outline the knowledge, skills, and abilities for all
students in the subject area.

34. Representation includes the ways that students depict
their mathematical thinking as well the process they use
to put their thinking into that form. Representations can
include a variety of written formats, oral explanations,
models with manipulative materials, or even the mental
process one uses to do mathematics.

35. Before students are ready to
use these conventional forms, they
need opportunities to express their
thinking using their own invented,
non-conventional
forms
of
representation.

36. Create and use representations to organize, record, and
communicate mathematical ideas;
Select, apply, and translate among mathematical
representations to solve problems;
Use representations to model and interpret physical, social,
and mathematical phenomena.

37. Representations can help students organize their thinking. Students'
use of representations can help make mathematical ideas more
concrete and available for reflection. In the lower grades, for example,
children can use representations to provide a record for their teachers
and their peers of their efforts to understand mathematics. In the
middle grades, they should use representations more to solve problems
or to portray, clarify, or extend a mathematical idea.
Representations can help students organize their thinking. Students'
use of representations can help make mathematical ideas more
concrete and available for reflection. In the lower grades, for example,
children can use representations to provide a record for their teachers
and their peers of their efforts to understand mathematics. In the
middle grades, they should use representations more to solve problems
or to portray, clarify, or extend a mathematical idea.
1. Create and use representations to organize,
record, and communicate mathematical ideas

38. For example: Find greatest common divisor (GCD) of two integer numbers 12 and 32.
Solution :
First, we find the factor of each integer number by using factor tree

40. Different representations often illuminate
different aspects of a complex concept or
relationship. For example, students usually learn
to represent fractions as sectors of a circle or as
pieces of a rectangle or some other figure.
2. Select, apply, and translate among
mathematical representations to solve problems

41. For example:
Compare from this below fractions, which is greatest fraction ?
To decide the greatest fraction from that above problem, we
can use a circle. For the first fraction , it means that a circle
which divided into 2 parts which equal size then one of both
parts is shaded. Then for the second fraction , it means that a
circle which divided into 4 parts which equal size then three of
fourth parts is shaded.
For example:
Compare from this below fractions, which is greatest fraction ?
To decide the greatest fraction from that above problem, we
can use a circle. For the first fraction , it means that a circle
which divided into 2 parts which equal size then one of both
parts is shaded. Then for the second fraction , it means that a
circle which divided into 4 parts which equal size then three of
fourth parts is shaded.
...

42. • Like this below picture :

43. • The term model has many different meanings. So it is not
surprising that the word is used in many different ways in
discussions about mathematics education. For example, model
is used to refer to physical materials with which students work
in school—manipulative models.
• The term model has many different meanings. So it is not
surprising that the word is used in many different ways in
discussions about mathematics education. For example, model
is used to refer to physical materials with which students work
in school—manipulative models.
3. Use representations to model and interpret
physical, social, and mathematical phenomena

46. • Representations can include a variety of written formats, oral
explanations, models with manipulative materials, or even the mental
process one uses to do mathematics.
• Representations can help students organize their thinking. Students'
use of representations can help make mathematical ideas more
concrete and available for reflection.
• The term m athe m aticalm o de l, which is the focus in this context,
means a mathematical representation of the elements and
relationships in an idealized version of a complex phenomenon.
Mathematical models can be used to clarify and interpret the
phenomenon and to solve problems.
• In South Korea, its educational system is the same with Indonesia.
Six years for elementary school (SD), three years for junior high
school (SMP), and six years in senior high school (SMA). Now, we
will compare them according to subject matter and content standard.
• The content standards of elementary school in Indonesia are
bilangan, geometri dan pengukuran, dan pengolaan data whereas in
South Korea are numbers and operations, geometry, statistics and
probability, figures, and patterns and problem solving.