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ADTPM
Mandhu college
Semester 2, 2014
Curriculum Studies, 0710
Content knowledge in the
National curriculum of the
Maldives
By Yuzna Mohamed (5337)
Aminath Muhisina (5372)

Contents
• Introduction
• Content related to our
topic
• Our opinion and
Justification

Introduction
• The chosen topic is
“Mathematics” from the new
curriculum of Maldives.

Content
• There are 5 strands of
mathematics.
Numbers
Measurement
Shape and Space
Chance and Data
Patterning and
Algebra

Numbers
 Number Concept
 Addition and
Subtraction
 Multiplication &
Division
 Money
 Fractions, Decimals

Measurement
 Length
 Mass
 Capacity
 Perimeter, Area and
Volume
 Time

Shape and Space
 3D Shapes
 2D Shapes
 Positions and Directions
 Angles
 Handling Data

Chance and Handling Data
 Handling Data
 Sequences and Properties of
Numbers
 Investigations, Puzzles and
Problems

Patterning and Algebra
 Sequences and properties of Numbers
 Investigations, Puzzles and problems.

Our opinion and justification
 Good syllabus / very appropriate to the
Maldivian society: “Knowledge, skills,
values and attitudes taught through this
subject would be a tool for the pupils to
function and excel in all aspects of life.
It also helps to think logically, be
creative, solve problems and appreciate
the esthetics of Allah (SWT)’s creation.”

 Principles:
 No gaps in-between the grades.
 Interesting (investigations, puzzles)
“number system, computational skills, and
the ability to solve simple problems related
to their day to day life. Emphasis is also
given to practical understanding of the
ways in which information is gathered and
presented” (NIE, 2014, p.6)

 Cross-Curricular and Integrated
Learning
 learn the process of enquiry, discovery and
verification and to apply mathematical
ideas, rules and procedures to particular
situations and problems.
 Students will explore, estimate and
manipulate numbers to carry out day to day

 learn the process of enquiry, discovery
and verification and to apply
mathematical ideas, rules and
procedures to particular situations and
problems.
 Students will explore, estimate and
manipulate numbers to carry out day to
day activities.
 equip the students to estimate, measure

 contributes to the development of the
student in all aspects.
 would master in 3D & 2D shapes,
positions, directions and angles.
 Students would be able to visualize
spatial aspects of things and perceive
them better.
 Students would be able to represent and
interpret different data collected in a

 Students’ confidence is built by
helping them to develop a feel
for numbers, their properties,
and the relationships. Algebra is
one of the very important topics
that students learn in their
entire schooling, which

Conclusion
 There are five strands
 Sub-strands and topics.
 Difference in each level but no gaps in-between.
 Give students opportunities to learn in
a variety of ways –individually,
cooperatively, independently, with
teacher’s direction, through hands-on
experience, through examples followed

Conclusion
 Teachers should vary strategies
according to both the object of the
learning and the needs of the students.
 Students must develop a solid
understanding of mathematical
concepts.

Conclusion
 Teachers need to use rich
problems and present situations
that provide a variety of
opportunities for students to
develop mathematical
understanding through problem
solving.

Reference
 NIE (2014) Mathematics in the National Curriculum. [ONLINE] Available at:
http://nie.edu.mv/sites/default/files/Mathematics%20Syllabus%20KS1%20Final
%2026th%20August%202014.pdf. [Accessed 09 September 14]

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