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

Authors

  • AMOR HASIĆ Department of Mathematics, Faculty of Natural Sciences and Mathematics, University of Montenegro, Podgorica, Montenegro.

DOI:

https://doi.org/10.22159/ijss.2022.v10i4.44863

Keywords:

Comparative education, Mathematics curriculum for primary schools, Mathematics education

Abstract

The aim of this research is to compare the basic goals and tasks, learning outcomes, or contents/concepts, mathematical curriculum for VII (VIII) 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 VIII grade of primary school, (b) mathematical curriculum of Serbia used for VII grade of primary school, (c) mathematical curriculum of Bosnia and Herzegovina used for VIII grade of primary school, and (d) mathematical curriculum of Croatia used for VII 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 does its best to design a quality curriculum by comparing its curriculum with other countries which means that 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 countries of the former Yugoslavia. The result is clear and expressed 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 integrate it into modern teaching and the application of 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. From the above, I can say that this is a continuation of the already compared curricula for V (VI), VI (VII), where the introductory part and the concept of work are similar with minor changes, except for the part concerning comparison. This part of the paper is exclusively related to the mentioned class, that is, VII (VIII) primary schools. The collected data were relatively analyzed using document analysis as a qualitative method of analysis.

References

Curriculum for Primary Schools Croatian. Available from: https://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

Curriculum for the Primary School in Bosnia and Herzegovina. Available from: https://www.sobih.ba/siteoo/images/stories/galerije/Zakonska_akta/okvini%20npp.pdf

Hasic A. Comparison of Mathematics Teaching Curriculum between Montenegro, Serbia, Bosnia and Herzegovina and Croatia in V (VI) Grade.

Mathematics 5, 6, 7, 8- Manual Serbia Available from: https://osnovneskole.edukacija.rs/materijali-za-nastavnike

Mathematics for Primary Schools in Montenegro Available from: https://www.zzs.gov.me/naslovna/programi/osnovno

Published

11-06-2022

How to Cite

HASIĆ, A. (2022). COMPARISON OF THE TEACHING CURRICULUM IN MATHEMATICS BETWEEN MONTENEGRO, SERBIA, BOSNIA AND HERZEGOVINA, AND CROATIA IN VII (VIII) GRADE OF PRIMARY SCHOOL. Innovare Journal of Social Sciences, 10(4), 14–25. https://doi.org/10.22159/ijss.2022.v10i4.44863

Issue

Section

Original Article(s)