Curriculum Continuity and Progression in Teaching Junior High School Mathematics

This study sought to explore how mathematics teachers made use of the learners’ previous knowledge to facilitate the current learning through the lens of Bruner’s key principles of spiral curriculum to attain curriculum continuity and progression. Curriculum continuity is characterized by Bruner’s principles, namely (i) revisiting of topics throughout the school career and (ii) building upon previously learned knowledge relating to the new knowledge, while curriculum progression is (iii) moving from simple to complex task. This was explored by identifying teachers’ understanding and view of continuity and spiral progression in mathematics, how teachers designed lessons, implemented, and assessed student learning. Based on the result, inputs to curricular design were generated.

Following the qualitative case study design, the study involved ten (10) Junior High School Mathematics teachers in a public secondary school in the province of Albay, from whom different data were elicited through individual interviews, class observations, collection of artifacts, and focus group discussion. Validated interview guides were used for the unstructured interview and focus group discussion. The data were transcribed and analyzed into themes using thematic analysis verified by NVivo 12 Pro, a qualitative data analysis software. Data from the different sources were triangulated to increase the validity of the themes.

Results showed that teachers describe continuity as the presence of common skills, topics, or competencies from one grade level to another, and as the utilization of previous concepts for succeeding lessons. Further, to them progression in the curriculum is the arrangement of topics and competencies with increasing difficulty. They describe teaching in spiral progression approach as giving “a little of everything” to students. The participants have the following views on the continuity and progression of the mathematics curriculum: discontinuity of instruction and student’ learning, slow progression in learning, poor mastery of mathematics content, conflict between quantity and quality of competencies, and contrasting impact and effect to different types of learners.

Results also revealed that the participants have difficulty meeting the demands and standards in implementing the spiral progression in teaching mathematics. Specifically, Bruner’s 2nd and 3rd key principles such as knowledge build-up from students’ prior knowledge and moving from simple to complex task were challenging for teachers to implement due to students’ prior knowledge, type of student, congested curriculum, and geographical disadvantage causing class suspensions and unfinished curriculum at the end of school year. These factors were perceived by the teachers to have learning implications to students’ learning such as discontinuity and slow learning progression in mathematics against the expected standards, which are characteristics of a Broken Spiral. Inputs to curricular design based on teachers’ perceptions and practices include decongestion of curriculum, emphasis on the horizontal articulation of mathematics content, strengthening of continuity to achieve progression, and revisiting spiral progression approach in mathematics vis-à-vis teaching and learning outcomes. Recommendations for future studies are discussed in this paper.