ABSTRACT

The aim of the study is to investigate and compare approaches to algebra in the Estonian, Finnish, and Swedish national core curricula (Grades 1–9). Despite the similarities in the school systems of these neighboring countries, the analysis reveals three quite different curricular approaches. The Estonian approach shows influences of the Russian Davydov School. The Finnish approach to some extent resembles the traditional one whereby algebra is addressed first at the lower secondary level and then in a formal manner. However, there are also characteristics typical of the functional view, which dominates the Swedish curriculum. Here, as opposed to the documents from the other two countries, a transition to more formal sophisticated methods at the secondary level is not visible at all. We discuss the results in relation to earlier research and students’ different learning outcomes in light of international evaluations.

摘要

该研究的目的是研究和比较爱沙尼亚语，芬兰语和瑞典语国家核心课程（1至9年级）中的代数方法。尽管这些邻国的学校系统相似，但分析揭示了三种截然不同的课程方法。爱沙尼亚的方法表明了俄罗斯达维多夫学校的影响。芬兰的方法在某种程度上类似于传统的方法，在该方法中，首先在初中阶段处理代数，然后再以正式方式解决。但是，功能视图也有一些典型的特征，这些特征主导了瑞典语课程。在这里，与其他两个国家的文件相比，根本看不到在中学阶段过渡到更正式的复杂方法。