ANALYSIS THE COMPETENCES AND CONTENTS OF "MATHEMATICS AND ENVIRONMENTAL EXPLORATION" SUBJECT SYLLABUS FOR PREPARATORY GRADE - A curriculum analysis

Oct 15, 2026

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The paper analyzes the subject syllabus for the preparatory grade “Mathematics and Environmental Exploration,” approved in Romania by the Ministry of National Education. It examines the syllabus’ placement in the Framework Plan, its structure and rationale for study, and the alignment between general/specific competences and proposed learning contents. The study finds the design follows a competence-focused, outcome-based, student-centered approach, while highlighting issues in competence derivation and the clarity of how contents relate to lesson organization.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

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Introduction

The place of “Mathematics and Environmental Exploration” subject into the Framework Plan

ANALYSIS THE COMPETENCES AND CONTENTS OF“MATHEMATICS AND ENVIRONMENTAL EXPLORATION” SUBJECT SYLLABUS FOR PREPARATORY GRADE Maria Eliza Dulamă, Ioana Magdaș Abstract: In this paper, we analyze some aspects related to “Mathematics and Environmental Exploration” subject syllabus for preparatory grade approved by Minister of National Education of Romania. The analysis aim the place of the subject syllabus into the Framework Plan; the syllabus structure and the argumentation of studying this subject; the syllabus general and specific competences; the relationship between competences and contents. Regarding the place into the Framework Plan this subject is part of curricular area “Mathematics and Natural Sciences”. The name of the subject integrates two scientific fields Mathematics and Environmental Science for which is allocated 4 hours per week. The analysis of the syllabus, showed that it was developed according to “a new curricular design, focused on competences” (2013, p. 2), model-based on outcomes learning (Spady, 1994 as cited in Catanǎ, 2010) and associated with student-centered approach (Catanǎ, 2010) . The analysis of general and specific syllabus competences show several aspects: to be specific to the two integrated disciplines, they require some reformulations; not all specific competences have been correctly derivate from the associated general competence. By analyzing the proposed contents, we observe that there is no information indicating whether themes are chapters’ titles, topics for lessons, if they are wider or narrower than a lesson. The paper, along with observations, presents suggestions for improving the “Mathematics and Environmental Exploration” subject syllabus for preparatory grade. Key words: curriculum, primary education, integrated education 1. Introduction In the framework for PISA (2012) mathematical competence is defined as “an individual’s capacity to formulate, employ and interpret mathematics in a variety of contexts. It includes reasoning mathematically and using mathematical concepts, procedures, facts and tools to describe, explain, and predict phenomena. It assists individuals to recognize the role that mathematics plays in the world and to make the well-founded judgments and decisions needed by constructive, engaged and reflective citizens”. Catanǎ argues that mathematical competence is “the ability to develop and apply mathematical thinking in order to solve problems in (and in) everyday situations”(2010, p. 194) . This involves the ability to use mathematical concepts, representations and mathematical models (formulas, construction, graphics, etc.), to formulate ideas, theories, opinions, involving logical and special thinking. According to EU recommendation (2006), through the National Education Law (2011), the mathematics’ competence key domain is associated with science and technology competences, these involving the ability to use knowledge and specific procedures to find explanations about the environment (Catanǎ, 2010, p. 194) . Mathematical knowledge are of several types, of which: conceptsand methods usually used in life (operations with numbers, methods to calculate surfaces and volumes, methods of estimation and measurement, etc.); mathematical representations (information expressed ina table or graphic form), etc. Mathematical skills allow application of procedural knowledge in concrete situations. Regarding the phrase “environmental exploration”, mention that one of the meanings attributed to the verb “to explore” is to analyze from all points of view, to research, to study, to investigate (NODEX, 2002) . Mih (2010), quoting Kotler et al. (2006) argue that “explore means to gather preliminary information on which to define a problem and to advance certain assumptions”. This sense is maintained when the object for exploration is the environment of a part of its. In literature, it is stated that the “environment” is a combination of natural and artificial elemen

FAQs

What does the paper analyze about the “Mathematics and Environmental Exploration” syllabus?

It analyzes the syllabus’ placement in the Framework Plan, its structure and study rationale, the general and specific competences, and the relationship between competences and content.

Which curricular area and study time frame does the subject belong to?

In the Framework Plan, the subject is part of the “Mathematics and Natural Sciences” curricular area and integrates mathematics and environmental science with 4 hours per week.

What methodology approach does the syllabus analysis connect to?

The analysis links the syllabus development to a new competence-focused curricular design, outcome-based learning, and a student-centered approach.

Oct 15, 2026

Uploaded by Putri