Abstract
Most of the problems associated with educational reform that are common among the developing countries are issues like grass root-based curriculum changes and, structural reforms of organizations and are rarely concerned with gradual changes informed by research and development, unlike in the developed countries. This chapter describes the mathematics curriculum reform efforts in Thailand in the previous four decades. An idea on how to develop a new model of mathematics curriculum and instruction system in Thailand is then presented. This model has been built upon three missing elements: (1) bridging the gap between school and university mathematics using students’ real-world and mathematizing activities, (2) shifting from a product-oriented approach to both product- and process-oriented approaches, and (3) complementing the top-down approach with the bottom-up approach to curricular reform. Finally, the chapter illustrates how this model has been successfully implemented through the efforts of Center for Research in Mathematics Education, Khon Kaen University halfway through the full cycle of the model.
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Appendices
Appendix
Learning Areas Studies, Standards and Grade-Level Indicators
In the Basic Education Core Curriculum B.E. 2551 (A.D. 2008)
Strand 1: Numbers and Operations
Standard M1.1: Understanding diverse methods of presenting numbers and their application in real life
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Write and read Hindu–Arabic and Thai numerals showing quantity of objects or cardinal numbers | ≤100 | ≤1000 | ≤100,000 | 0, fractions, one place decimals | – | – |
2. Compare and arrange sequence of cardinal numbers | ≤100, 0 | ≤1000, 0 | ≤100,000, 0 | 0, fractions, one place decimals | – | – |
3. Write and read fractions, mixed numbers and decimals | – | – | – | – | With not more than 2 places | 3 places |
4. Compare and arrange sequence of fractions and decimals | – | – | – | – | With not more than 2 places | 3 places |
5. Write fractions in decimal form and percentages and vice versa |  |  |  |  | • |  |
• Write percentages in the forms of fractions and decimals, and write decimals in the forms of fractions and percentages | – | – | – | – |  | – |
6. Write decimals in the form of fractions and write fraction in form of decimal. | – | – | – | – | – | • |
Strand 1: Numbers and Operations
Standard M1.2: Understanding results of operations of numbers, relationships of operations and application of operations for problem-solving
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Add, subtract and mix addition and subtraction of cardinal numbers | ≤ 100, 0 | ≤1000, 0 | ≤100,000, 0 | – | – | – |
2. Analyse and find answers to problems and mix problems of cardinal numbers | Analyse and find ≤100, 0 | Analyse and find ≤1000, 0 | Analyse and show method ≤100,000, 0 | Analyse, show and be able to construct problems | Analyse and show method of finding answers to problems and mix problems of cardinal numbers | Analyse and show method of finding answers to problems and mix problems of cardinal numbers, fractions mixed numbers, decimals and percentages |
3. Add, subtract and mix addition, subtraction, multiplication and division of cardinal numbers and 0 | – | – | – | Multiplication and division of cardinal numbers, 0 | Fractions and decimals of not more than 2 places | Multiplication and division of fractions, mixed numbers and decimals |
Strand 1: Numbers and Operations
Standard M1.3: Use of estimation in calculation and problem-solving
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Make approximate estimates of | ||||||
• Integers of 10, 100 and 1000 of cardinal numbers, which can be applied | – | – | – | – | • |  |
• Various integers of cardinal numbers, which can be applied |  | • | ||||
2. Make estimates of decimals of not more than 3 places | – | – | – | – | – | • |
Strand 1: Numbers and Operations
Standard M1.4: Understanding of numerical system and application of numerical properties
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Use communicative, associative and distributive properties in calculation | – | – | – | – | – | • |
2. Find highest common factor (H.C.F.) and lowest common multiples (L.C.M.) of cardinal numbers | – | – | – | – | – | • |
Strand 2: Measurement
Standard M2.1: Understanding the basics of measurement; ability to measure and estimate the size of objects to be measured
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Tell | ||||||
• Length, weight, volume and capacity by using nonstandard units of measure | • |  |  |  |  |  |
• Length in metres and centimetres, and compare length by using the same unit |  | • |  |  |  |  |
• Length in metres, centimetres and millimetres by using appropriate measuring tools, and compare length |  |  | • |  |  |  |
• The relationship between measuring units for length, weight, volume or capacity and time |  |  |  | • |  |  |
• The relationship between measuring units for length, weight and volume or capacity |  |  |  |  | • |  |
• Explain a route or indicate positions of various objects by specifying direction and real distance from pictures, maps and diagrams |  |  |  |  |  | • |
2. Tell | ||||||
• Period of time, number and names of days of the week | • |  |  |  |  |  |
• Weight in kilogrammes and grammes, and compare weight by using the same unit |  | • |  |  |  |  |
• Weight in kilogrammes and grammes by using appropriate weighing machine, and compare weights |  |  | • |  |  |  |
• Find area of rectangle |  |  |  | • |  |  |
• Find the perimeter of quadrilaterals and triangles |  |  |  |  | • |  |
• Find the area of quadrilateral |  |  |  |  |  | • |
3. Tell | ||||||
• Volume and capacity in litres, and compare volume and capacity | – |  |  |  |  |  |
• Volume and capacity in litres and millilitres by using appropriate measuring tools, and compare weight and capacity by using the same units |  | • |  |  |  |  |
• The time on a clock dial; read and write the time by using numerals; and tell length of time |  |  | • |  |  |  |
• Find the area of rectangles and triangles |  |  |  | • |  |  |
• Find the circumference and area of circles |  |  |  |  |  | • |
4. Estimate | – | – | – |  |  | – |
• Length, weight and volume or capacity |  |  |  | • |  |  |
• Measure the size of angle |  |  |  |  | • |  |
5. Find volume or capacity of cuboids | – | – | – | – | • | – |
Strand 2: Measurement
Standard M2.2: Solving measurement problems
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Solve problems involving measurement | – |  |  |  |  |  |
• Length, weight, volume and money |  | • |  |  |  |  |
• Length, weight, volume, money and time |  |  | • |  |  |  |
• Area and perimeter of quadrilaterals and triangles |  |  |  | • | • |  |
• Area and perimeter of quadrilaterals and circles and volume and capacity of cuboids | – |  |  |  |  | • |
2. Read and keep record of income and expenditure | – | – | • | – | – | – |
3. Read and keep record of activities or events, specifying the time | – | – | • | – |  | – |
4. Draw diagrams showing positions of various objects and diagrams showing travel routes | – | – | – | – | – | • |
Strand 3: Geometry
Standard M3.1: Ability to explain and analyse two-dimensional and three-dimensional geometric figures
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Geometric figures | Â | Â | Â | Â | Â | Â |
• Distinguish triangles, quadrilaterals, circles and ellipses | • |  |  |  |  |  |
• Identify two-dimensional geometric figures whether in the form of triangles, quadrilaterals, circles or ellipses |  | • |  |  |  |  |
• Identify two-dimensional geometric figures that are components of an object in the form of a three-dimensional geometric figure |  |  | • |  |  |  |
• Identify kind, name and components of angles and write symbol |  |  |  | • |  |  |
• Identify characteristics and differentiate between various kinds of three-dimensional geometric figures |  |  |  |  | • |  |
• Identify kinds of two-dimensional geometric figures that are components of three-dimensional geometric figure |  |  |  |  |  | • |
2. Two- and three-dimensional geometric figures | – |  |  |  |  |  |
• Identify three-dimensional figures whether in the form of cuboids, spheres or cylinders |  | • |  |  |  |  |
• Identify two-dimensional geometric figures with axis of symmetry from a given figure |  |  | • |  |  |  |
• Identify which pair of straight lines or parts of straight lines form a parallel, as well as use symbols to indicate kind of parallel |  |  |  | • |  |  |
• Identify characteristics, relationship and differentiate between various kinds of quadrilaterals |  |  |  |  | • |  |
• Identify characteristics of diagonals in various kinds of quadrilaterals |  |  |  |  |  | • |
3. Various kinds of figures | – |  |  |  |  | – |
• Distinguish between rectangles and cuboids, and between circles and spheres |  | • |  |  |  |  |
• Write linear points, straight lines, rays, parts of straight lines, angles and symbols |  |  | • |  |  |  |
• Identify components of a circle |  |  |  | • |  |  |
• Identify characteristics, components, relationships and differentiate between various kinds of triangles | – |  |  |  | • |  |
4. Identify which figure or which part of an object has the form of a rectangle, and can identify whether it is a square or a rectangle | – | – | – | • | – | – |
Strand 3: Geometry
Standard M3.2: Ability for visualization, spatial reasoning and application of geometric models for problem-solving
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Geometric figures | – |  |  |  |  |  |
• Draw two-dimensional geometric figures by using geometric models |  | • |  |  |  |  |
• Draw two-dimensional geometric figures given in various models |  |  | • |  |  |  |
• Use geometric figures to create various design |  |  |  | • |  |  |
• Construct angles by using a protractor |  |  |  |  | • |  |
• Create cuboids, cylinders, cones, prisms and pyramids from nets of three-dimensional geometric figures or two-dimensional geometric figures give |  |  |  |  |  | • |
2. Various geometric figures | – | – |  | – |  |  |
• Identify various geometric figures in the surroundings |  |  | • |  |  |  |
• Create rectangles, triangles and circles |  |  |  |  | • |  |
• Construct various kinds of quadrilaterals |  |  |  |  |  | • |
3. Create parallels by using a set square | – | – | – | – | • | – |
Strand Algebra
Standard M4.1: Understanding and ability to analyse pattern, relation and function
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Tell the numbers and relations in patterns of numbers | Â | Â | Â | Â | Â | Â |
• That increases by 1 and 2 s, and decreases by 1 s | • |  |  |  |  |  |
• That increases by 5, 10 and 100 s, and decreases by 2, 10 and 100 s |  | • |  |  |  |  |
• That increases by 3, 4, 25 and 50 s, and decreases by 3, 4, 5, 25 and 50 s and in repeated patterns |  |  | • |  |  |  |
• Which increases or decreases in equal amount each time |  |  |  | • |  |  |
• Given numbers |  |  |  |  | • |  |
• Solve problems involving pattern |  |  |  |  |  | • |
2. Identify the forms and relations in patterns in |  |  |  |  | – | – |
• Which forms are related in one of the following respects: shape, size or colour | • |  |  |  |  |  |
• Which forms are related in one of the following respects: shape, size or colour |  | • |  |  |  |  |
• Which forms are related in two of the following respects: shape, size or colour |  |  | • |  |  |  |
• Of a given form |  |  |  |  |  |  |
Strand 4: Algebra
Standard M4.2: Ability to apply algebraic expressions, equations, inequalities, graphs and other mathematical models to represent various situations, as well as interpretation and application for problem-solving
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Write an equation based on a situation or problem, solve the equation and check the answer | – | – | – | – | – | • |
Strand 5: Data Analysis and Probability
Standard M5.1: Understanding and ability to apply statistical methodology for data analysis
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Collect and categorize data | – | – |  |  |  |  |
• About oneself and the surroundings in daily life |  |  | • |  |  |  |
• About data |  |  |  | • |  |  |
• Draw bar charts with shortening of lines to represent numbers |  |  |  |  | • |  |
• Read data from line graphs and pie charts |  |  |  |  |  | • |
2. Read data | – | – |  |  |  |  |
• From simple pictograms and bar charts |  |  | • |  |  |  |
• From pictograms, bar charts and tables |  |  |  | • |  |  |
• From comparative bar charts |  |  |  |  | • |  |
• From line graphs and pie charts |  |  |  |  |  | • |
3. Draw | Â | Â | Â | Â | Â | Â |
• Pictograms and bar charts |  |  |  | • |  |  |
• Bar charts with shortening of lines to represent numbers |  |  |  |  | • |  |
• Comparative bar charts and line graphs | – | – |  |  |  | • |
Strand 5: Data Analysis and Probability
Standard M5.2: Application of statistical methodology and knowledge of probability for valid estimation
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Can tell whether a described situation: – will definitely happen; – may or may not happen; – will definitely not happen | – | – | – | – | • | – |
2. Explain events by using terms with similar meaning to: – will definitely happen; – may or may not happen; – will definitely not happen | – | – | – | – | – | • |
Strand 5: Data Analysis and Probability
Standard M5.3: Application of knowledge of statistics and probability for decision-making and problem-solving
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
|  | – | – | – | – | – | – |
Strand 6: Mathematical Skills and Processes
Standard M6.1: Capacity for problem-solving, reasoning, and communication; communication and presentation of mathematical concepts; linking various bodies of mathematical knowledge and linking mathematics with other disciplines; and attaining ability for creative thinking
Grade-level indicators | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 |
|---|---|---|---|---|---|---|
1. Apply diverse methods for problem-solving | • | • | • | • | • | • |
2. Appropriately apply | ||||||
• Mathematical knowledge, skills and processes for problem-solving in various situations | • | • | • |  |  |  |
• Mathematical and technological knowledge, skills and processes for problem-solving in various situations |  |  |  | • | • | • |
3. Suitably provide reasoning for decision-making and appropriately present the conclusions reached | • | • | • | • | • | • |
4. Accurately use mathematical language and symbols for communication of concepts and presentation | • | • | • | • | • | • |
5. Link various bodies of mathematical knowledge, and link mathematics with other disciplines | • | • | • | • | • | • |
6. Attain ability for creative thinking | • | • | • | • | • | • |
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Inprasitha, M. (2019). A New Model of Mathematics Curriculum and Instruction System in Thailand. In: Vistro-Yu, C., Toh, T. (eds) School Mathematics Curricula. Mathematics Education – An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-13-6312-2_4
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