Curriculum Framework And Study Groups

3. Mathematics is the mother of all science. The world cannot move
without Mathematics. Nature is the greatest Mathematician of all. Many Mathematical concepts, pattern,
laws, etc. are observed in the nature. Mathematics fulfills most of the human needs related to different
aspects of everyday life. Every person whatever he or she requires a knowledge of Mathematics in day to
day life for various purposes.
A curriculum framework is an organized plan or set of standards or
learning outcomes that defines the content to be learned in terms of clear, definable standards of what the
student should know and be able to do. A Curriculum Framework is part of an outcome-based education
or standards based education reform design. Study group is a small group of people who regularly meet
to discuss shared fields of study. These groups can be found in high school and college setting, within
companies, occasionally primary/junior school and sometimes Middle School/Intermediate. Professional
advancement organizations also may encourage study groups.

4. CURRICULUM FRAMEWORKS
In some states, curriculum frameworks have been adopted based
on traditional academic standards rather than outcome-based constructivist standards, but
many frameworks were originally or still based on student-centered learning and constructivism
such as reform mathematics, whole language and Inquiry-based Science which have been
controversial in some states and communities .Now we are going to see about two curriculum
frameworks
• NCF{National Curriculum Framework}
• KCF{Kerala Curriculum Framework}
NCF {National Curriculum Framework}
The National Curriculum Framework (NCF 2005) is one of four
National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of
Educational Research and Training {NCERT} in India. The document provides the framework for
making syllabi , textbooks and teaching practices within the school educational programmes in India . The
NCF 2005 document draws its policy basis from earlier government reports on education as Learning
Without Burden and National Policy of Education 1986-1992 and focus group discussion. After wide ranging
deliberations 21 National Focus Group Position Papers have been developed under the agies of NCF-2005.
The state of art position papers provided inputs for formulation of NCF-2005.
NCF 2005 has been translated into 22 languages and has influenced the
syllabi in 17 States. The NCERT gave a grant of Rs.10 lakh to each State to promote NCF in the language of
the State and to compare its current syllabus with the syllabus proposed, so that a plan for future reforms
could be made. Several States have taken up this challenge. This exercise is being carried out with the
involvement of State Councils for Educational Research and Training [SCERT] and District Institutes of
Education and Training [DIET].

5. The five guiding principles proposed by NCF 2005 are
•connecting knowledge to life outside the school,
• ensuring that learning is shifted away from rote methods,
• enriching the curriculum to provide for overall development of children rather than remain
textbook centric,
• making examinations more flexible and integrated into classroom life and,
• nurturing an over-riding identity informed by caring concerns within the democratic polity of
the country.
Kerala Curriculum Framework(2007)
The existing syllabus in kerala is based on kerala Curriculum Framework 2007.
Activity oriented learning is emphasizes in the syllabus and the teaching process is student centric.
Teacher’s role is more like that of a facilitator than that of a guide or an instructor. Even though there were
serious concerns about the existing syllabus. It was later well admitted and appreciated by experts all over
India. It has certainly brought about a positive change in class rooms and the back benchers who were no
responding and getting involved. There may be a need for revision of syllabus as periodic revision of syllabus
is inevitable. But this is that it should be carried out after elaborate preparation and deliberations. Prior to
the formation of a framework, discussion with all teacher organizations needed. The main contention against
the present curriculum reform is that it is being done without extensive discussion on the framework and
textbook revision is progressing and nearing completion.
Discussions at various levels were conducted before the finalization of KCF 2007.
This is not done in the care of present curriculum revision. KCF 2007 was introduced with the
strong support of NCF 2005 which was a paradigm shift from the existing system. Curriculum
reforms should be multi faceted and comprehensive

6. .
STUDY GROUPS
Study groups bring together mathematicians from across the globe to
work on mathematical problems presented by industry in a week long workshop. The academics
work in problem solving teams with the presenters to tackle the problems raised, formulating
their ideas using modelling, analysis and computation. At the end of the study group the
academics present their findings and make suggestions of future work to be carried out. A final
report is written after the study group.
The benefits are numerous. For industry these include bridging the
gap with applied mathematicians, discovering new methodologies and solving long standing
problems. study groups also create potential recruitment opportunities.
For mathematicians, benefits include the opportunity to tackle interesting new challenges that
relate to ‘real world’ mathematical problems, and the opportunity to network with academic
peers from around the world on subjects of common interest. There are some study groups
given below .
•SMSG
The School Mathematics Study Group (SMSG) was an American academic think tank focused on the subject
of reform in mathematics education. Directed by Edward G. Begle and financed by the National Science
Foundation, the group was created in the wake of the Sputnik crisis in 1958 and tasked with creating and
implementing mathematics curricula for primary and secondary education, which it did until its termination
in 1977. The efforts of the SMSG yielded a reform in mathematics education known as New Math which was
promulgated in a series of reports, which culminated in a series published by Random House called the New
Mathematical Library. In the early years SMSG also rushed out a set of draft textbooks in typewritten
paperback format for elementary, middle and high school students.

7. •NMP
Nuffield Mathematics Project(NMP) was launched in the year 1964 for primary school in
Britain and financed by the Nuffield Foundation and support by British Education
Ministry. The main aim of this project was to introduce a new approachas well as
new method in teaching and learning of mathematics for primary student. This
project based on Piaget learning theory which emphasized the importance
of learning mathematics through concrete experience and according to the pupils
level of cognitive development between the age of 6 and 12 year sold. The
philosophy of NMP can be explained with the following expressions
I listen, I forget ;
I see, I remember ;
I do, I understand ;
In NMP, the contents of this Primary School Mathematics Syllabus
Was then rearranged to follow the principle such as from simple to complex , from concrete
to abstract and from nearby-experiences to distance-experiences . Under
Dr . Geoffrey Mathews, a team of mathematics writer was published a lot of teachers’ guide
books and teaching modules for teachers. Besides, Work sheets and various learning
instruments also were produced for pupils to use during group activities. NMP is a project
that received a good response and successfully in achieving its objectives. NMP had become
important source for others countries like Malaysia. For example , Special Project
launched in Malaysia in1970, to a large extent, adopted most of the ideas from NMP.

8. •SCERT
The National policy on Education (1986) recommended the creation of State Council of Educational
Research and Training(SCERT) in each State as a measure of decentralization pf functions of quality
education,
research and training. The national policy on education (1986) laid emphasis on the improvement of
quality in education and suggested to adopt some programmes such as
i) Improvement of curriculum
ii) Teacher enrichment programme
iii) Continuous and comprehensive evaluation
iv) Availability of quality text books
v) Improvisation and utilization of teaching aids etc.
Alternative strategies for education, particularly informal education and
scheme for vocationalisation of education at +2 stage have also been highlighted in consideration
of today and tomorrow. It was contemplated that SCERT, at the State Level, will carry out all this activities
as counterpart of NCERT for the qualitative improvement of education in the states.
Since 1986 the Govt. of India has repeatedly issued instructions to
establish State Council of Educational Research and Training in the State Level. Acting upon such
instruction the State Govt. of Tripura established SCERT at agartala in 1996 by amalgamating the following
four organizations –
a) State Institute of Education (SIE)
b) Tribal Language Cell
c) Bureau of Educational and vocational guidance
d) Educational Publication Unit

9. •NCERT
National Council of Educational Research and Training (NCERT)
is an autonomous organization set up in 1961 by the Government of India to assist and advise
the Central and State Governments on policies and programmes for qualitative improvement
in school education. Major objectives of the NCERT and its constituent units are to:
•Undertake, aid, promote and coordinate research in areas related to school education;
•Prepare and publish model textbooks, supplementary material, newsletters, journals and
other related literature;
•Organize pre-service and in-service training of teachers;
•Develop and disseminate innovative educational techniques and practices;
•Collaborate and network with state educational departments, universities, NGOs and other
educational institutions;
•Act as a clearing house for ideas and information in matters related to school education; and
•Act as a nodal agency for achieving goals of universalisation of elementary education.
In addition to research, development, training, extension,
publication and dissemination activities, the NCERT is an implementation agency for bilateral
cultural exchange programmes with other countries in the field of school education

10. Conclusion
The curriculum that has been designed, along with
the learning materials prepared , has much to claim on the grounds of quality.
But it should also serve to bring about changes in the academic environment
that usually tends to stick to worn-out practices. A new trend can be
established only with the active participation of the civil society, which would
make the curriculum popular and acceptable. It is hoped that with
determination and hard work such a curriculum can be formed.
REFERENCES
• en.wikipedia.org
• www.maths-in-indusrty.org
• www.projects.science.uu.nl/swi2015