COMPARISON OF THE TEACHING CURRICULUM IN MATHEMATICS BETWEEN MONTENEGRO, SERBIA, BOSNIA AND HERZEGOVINA AND CROATIA IN VI (VII) GRADE OF PRIMARY SCHOOL

Authors

  • Amor Hasic Mixed high school

DOI:

https://doi.org/10.22159/ijss.2022.v10i3.44587

Keywords:

comparative education, mathematical curriculum for primary schools, mathematical education.

Abstract

The aim of this research is to compare the basic goals and tasks, learning outcomes or contents / concepts, mathematical curriculum for VI (VII) primary schools used in Montenegro, Serbia, Bosnia and Herzegovina and Croatia. Mathematical curriculum for Montenegro of Serbia, Bosnia and Herzegovina and Croatia is relatively analyzed in the following research work: a) Mathematical curriculum of Montenegro used for VII grade of primary school, b) Mathematical curriculum of Serbia which is used for VI grade of primary school, c) Mathematical curriculum of Bosnia and Herzegovina used for VII grade of primary school, d) Mathematical curriculum of Croatia used VI grade of primary school. I note that these countries were once part of Yugoslavia and that they are similar in many ways and have a similar mentality in many spheres of life, which is the case with education. Since they are related and linguistically, it is easiest to compare the above countries. Each country tries its best to come up with a quality curriculum by comparing its curriculum with other countries. Which means the goal is to get the best possible education system. Since I am from Montenegro, my main goal is to find the best possible education system for my country by comparing it with the former Yugoslav countries. The result is clear and stated in the paper, in short, I can say that the results show that we have a random curriculum and that the purpose is to improve it and fit it with modern teaching and applying what will create interest and desire to learn. The conclusion is that we need to work on education, the quality of the education system, teaching staff and the use of teaching aids to include all aspects of life in the teaching process.

The collected data were analyzed relatively using document analysis as a qualitative method of analysis.

References

F. Erdogan. Comparative education: fields taken into account in educational science studies in Turkey Turkish Journal of Educational Sciences, https://files.eric.ed.gov/fulltext/EJ1211625.pdf

A. Hasic. Comparison of mathematics teaching curriculum between Montenegro, Serbia, Bosnia and Herzegovina and Croatia in V (VI) grade. (The paper has not yet been published)

Mathematics for primary schools in Montenegro (http://www.zzs.gov.me/naslovna/programi/osnovno),

Mathematics 5, 6, 7, 8- Manual Serbia (http://osnovneskole.edukacija.rs/materijali-za-nastavnike ),

Curriculum for the primary school in Bosnia and Herzegovina: (http://www.sobih.ba/siteoo/images/stories/galerije/Zakonska_akta/okvini%20npp.pdf ),

Curriculum for primary schools _-_ MZOS_2006_ Croatian http://www.azoo.hr/index.php?option=com_content&id=5867 : / https://mzo.hr/sites/default/files/migrated/nastavni_plan_i_program_za_os_2013.pdf

Published

27-03-2022

How to Cite

Hasic, A. (2022). COMPARISON OF THE TEACHING CURRICULUM IN MATHEMATICS BETWEEN MONTENEGRO, SERBIA, BOSNIA AND HERZEGOVINA AND CROATIA IN VI (VII) GRADE OF PRIMARY SCHOOL. Innovare Journal of Social Sciences, 10(3), 12–19. https://doi.org/10.22159/ijss.2022.v10i3.44587

Issue

Section

Original Article(s)