{"id":687,"date":"2016-08-15T20:32:57","date_gmt":"2016-08-15T20:32:57","guid":{"rendered":"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/"},"modified":"2016-10-17T15:06:10","modified_gmt":"2016-10-17T15:06:10","slug":"the-mathematics-curriculum-in-primary-and-lower-secondary-grades","status":"publish","type":"page","link":"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/","title":{"rendered":"The Mathematics Curriculum in Primary and Lower Secondary Grades"},"content":{"rendered":"<div class=\"carouselwrap\"><div id=\"menu-cyprus\" class=\"carouselmenu\"><a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Introduction<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Mathematics Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Science Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/teachers-teacher-education-and-professional-development\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Teachers, Teacher Education, and Professional Development<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/instruction-for-mathematics-and-science-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Instruction for Mathematics and Science in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/monitoring-student-progress-in-mathematics-and-science\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Monitoring Student Progress in Mathematics and Science<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/special-initiatives-in-mathematics-and-science-education\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Special Initiatives in Mathematics and Science Education<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/use-and-impact-of-timss\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Use and Impact of TIMSS<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/references\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>References<\/span><\/a><\/li>\n<\/div><\/div>\t<style>\n\t\t.carouselwrap{\n\t\t\tbackground: #e5eaef;\n\t\t}\t\t\n\t\t.owl-item a{\n\t\t\tbackground: #ffffff;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\tcolor: #000000;\n\t\t}\t\t\n\t\t.owl-item a:hover,\n\t\t.owl-item a:focus,\n\t\t.owl-item a.current-menu-item{\n\t\t\tbackground: #00667f;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\t\n\t\t\tcolor: #ffffff;\n\t\t}\n\t<\/style>\n\t\n<h2>The Mathematics Curriculum in Primary and Lower Secondary Grades<\/h2>\n<p>The mathematics curriculum in the primary and secondary grades is prescribed centrally by the MoEC. The main focus of the mathematics curriculum in primary education is preparing students for the acquisition of essential mathematical knowledge and competencies in ways that meet the needs of individuals as constructive, concerned, and reflective citizens. The curriculum approaches students\u2019 mathematical proficiency as a construct that can be broken down into the following five aspects: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition toward mathematics.<sup>8<\/sup><\/p>\n<p>Exhibit 1 outlines the fourth grade mathematics curriculum that was in effect during the 2014\u20132015 school year.<sup>9<\/sup><\/p>\n<p><strong>Exhibit 1: Fourth Grade Mathematics Curriculum<\/strong><\/p>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\">\n<tbody>\n<tr class=\"heading\">\n<td>Units<\/td>\n<td>Topics<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Numbers and Operations<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Read, write, represent, compare, and order whole numbers up to 1,000,000<\/li>\n<li>Round whole numbers up to 100,000<\/li>\n<li>Perform mental addition and subtraction with numbers up to 10,000<\/li>\n<li>Estimate and calculate addition and subtraction with whole numbers up to 100,000<\/li>\n<li>Develop and apply standard algorithms for addition and subtraction with whole numbers up to 1,000,000<\/li>\n<li>Perform mental multiplication and division<\/li>\n<li>Develop and apply standard algorithms for multiplying multiple-digit whole numbers by one-digit whole numbers<\/li>\n<li>Develop and apply standard algorithms for dividing multiple-digit dividends by one-digit divisors<\/li>\n<li>Understand and use the concepts of divisor, dividend, remainder, factor, and multiple<\/li>\n<li>Understand the criteria of divisibility for 2, 5, and 10<\/li>\n<li>Solve and pose routine problems involving addition and multiplication<\/li>\n<li>Solve nonroutine problems using multiple strategies (e.g., logical reasoning, working backwards, trial and error, using materials, making a table, looking for patterns, making a drawing, and simplifying the problem)<\/li>\n<li>Understand the concept of fractions as parts of a whole and as parts of a set of discrete objects<\/li>\n<li>Calculate parts of a whole number<\/li>\n<li>Understand fraction equivalence<\/li>\n<li>Compare and order fractions and decimal numbers with up to two decimal digits<\/li>\n<li>Use fractions to represent units<\/li>\n<li>Add and subtract like fractions<\/li>\n<li>Read, represent, and compare decimals with up to two decimal digits<\/li>\n<li>Convert between decimal numbers and fractions with a denominator of 10 or 100<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Measurement<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Use conventional units of measurement for length (mm, cm, m, km), mass (kg, g), capacity (l, ml), and volume (m3, cm3)<\/li>\n<li>Relate units of measurement for length (e.g., 1 m=100 cm=1,000 mm)<\/li>\n<li>Measure the area and perimeter of rectangles and squares using the appropriate formulas<\/li>\n<li>Measure the area of right triangles<\/li>\n<li>Use decimals to represent quantities of money<\/li>\n<li>Relate units of measurement for time (e.g., year, decade, and century)<\/li>\n<li>Solve problems involving the relationship between hours and minutes<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Geometry<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Identify and construct right, acute, and obtuse angles in two-dimensional shapes<\/li>\n<li>Identify and name parallel and perpendicular lines<\/li>\n<li>Identify parallel and perpendicular sides in two-dimensional shapes<\/li>\n<li>Identify, name, and describe polygons using appropriate terms<\/li>\n<li>Identify and name parallelograms<\/li>\n<li>Classify shapes based on their sides (e.g., parallel or perpendicular) and angles (e.g., specified or unspecified magnitude)<\/li>\n<li>Identify and name three-dimensional shapes (e.g., cube, rectangular prism, prism, pyramid, sphere, cylinder, and cone) using appropriate terms<\/li>\n<li>Identify faces, edges, and vertices<\/li>\n<li>Identify and match nets with specific three-dimensional shapes<\/li>\n<li>Identify and construct the line symmetry in two-dimensional shapes<\/li>\n<li>Identify, complete, and construct symmetrical shapes (with a horizontal or vertical line of symmetry)<\/li>\n<li>Describe the position of an object<\/li>\n<li>Give a sequence of instructions related to position using the language of position and movement<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Algebra<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Identify, complete, and generate patterns<\/li>\n<li>Describe the rule of patterns<\/li>\n<li>Build number and shape patterns<\/li>\n<li>Model problems using mathematical expressions with a symbol for the unknown number<\/li>\n<li>Solve and pose routine problems involving addition and multiplication and involving one or two operations<\/li>\n<li>Solve nonroutine problems<\/li>\n<li>Use the commutative and associative properties of addition and multiplication and the distributive property of multiplication to simplify calculations and verify results<\/li>\n<li>Use the distributive property of multiplication (along with addition and subtraction) to calculate products<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Statistics<br \/>\nand Probability<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Interpret and construct bar charts, tables, and picture graphs using a legend<\/li>\n<li>Interpret pie charts<\/li>\n<li>Order events based on their possibility of occurrence using the concepts \u201cimpossible,\u201d \u201cless possible,\u201d \u201cequally possible,\u201d \u201cpossible,\u201d\u00a0 and \u201ccertain\u201d<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The main learning objectives for mathematics in secondary education include helping students to appreciate the value and importance of mathematics in various aspects of human life; develop mathematical knowledge and skills, which may be applied in analyzing and solving problems in other subject domains as well as everyday contexts; develop the ability to solve mathematical problems in multiple ways and make decisions rationally and creatively; and build the background knowledge and skills needed to support productive engagement with other academic areas that draw on mathematics.<sup>10<\/sup><\/p>\n<p>Exhibit 2 presents the mathematics curriculum for the eighth grade that was in effect during the 2014\u20132015 school year.<sup>11<\/sup><\/p>\n<p><strong>Exhibit 2: Eighth Grade Mathematics Curriculum<\/strong><\/p>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\">\n<tbody>\n<tr class=\"heading\">\n<td>Units<\/td>\n<td>Topics<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Real Numbers<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Properties of exponents where the index is a natural number<\/li>\n<li>Rational numbers raised to integer exponents<\/li>\n<li>Square and cubic roots<\/li>\n<li>Properties of roots<\/li>\n<li>Pythagorean theorem<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Algebraic Expressions<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Monomials<\/li>\n<li>Operations with monomials<\/li>\n<li>Polynomials<\/li>\n<li>Addition of polynomials<\/li>\n<li>Multiplication of polynomials<\/li>\n<li>Division of polynomials<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Geometry<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Symmetry<\/li>\n<li>Parallelograms<\/li>\n<li>Orthogonal parallelograms<\/li>\n<li>Rhombuses<\/li>\n<li>Squares<\/li>\n<li>Trapezoids<\/li>\n<li>Circumference of a circle<\/li>\n<li>Area of a disk<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Equations<br \/>\nand Inequalities<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>First order equations in one variable with one parameter<\/li>\n<li>Solving formulas for a given variable<\/li>\n<li>Properties of inequalities<\/li>\n<li>First order inequalities<\/li>\n<li>Solving simultaneous inequalities\u2014interval presentation<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Functions<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Relations and functions<\/li>\n<li>Linear functions\u2014lines<\/li>\n<li>Special cases of linear functions<\/li>\n<li>Slope of a line<\/li>\n<li>Linear systems of two equations with two unknowns<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Proportional and Inversely Proportional Quantities<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Proportional quantities<\/li>\n<li>Inversely proportional quantities<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Statistics and Probability<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Measures of central tendency (i.e., mean, median, and mode)<\/li>\n<li>Statistics with spreadsheets<\/li>\n<li>Experimental probability\u2014the basic counting principle<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>The Mathematics Curriculum in Primary and Lower Secondary Grades The mathematics curriculum in the primary and secondary grades is prescribed centrally by the MoEC. The main focus of the mathematics curriculum in primary education is preparing students for the acquisition &hellip; <a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/cyprus\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/\">Continued<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":130,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-687","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/687","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/comments?post=687"}],"version-history":[{"count":17,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/687\/revisions"}],"predecessor-version":[{"id":6902,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/687\/revisions\/6902"}],"up":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/130"}],"wp:attachment":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/media?parent=687"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}