Towards a Model for Monitoring and Evaluating Curricula Reforms

Abstract

This chapter addresses relevant dimensions and factors to be considered in the implementation of reformed mathematics curricula within and across different contexts and traditions. Commencing with three case studies drawn from Japan, Thailand and Costa Rica, the chapter highlights the importance of consistency of goals, values and visions in the successful implementation of mathematics curriculum reform. The three case studies represent very different contexts, each with its own unique challenges and opportunities for curriculum implementation. Drawing on the lessons from the case studies, the chapter then examines factors associated with the implementation of curriculum reform, highlighting the needs to address external factors such as the political and geographical context or broader international reform, internal factors such as the particular emphases in the curriculum reform or the target audience for the reform, and realisation factors such as the availability and development of resources and teacher professional learning. These factors form the basis of a model that might be used for the ongoing monitoring and evaluation of curriculum reform, with elements termed external cohesion, internal coherence and realisation fidelity. The hope is that such a model might inform a rigorous and consistent approach to the evaluation and monitoring of curriculum reform.