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A Comparative Study of Mathematics Curriculum at Primary Level in Bangladesh and India (West Bengal)


Abstract: The study was undertaken for a comparison of primary mathematics curriculum of Bangladesh with that of West Bengal of India in respect of objectives and contents, teaching processes, problems and obstacles in transaction of curriculum in classroom and strengths and weaknesses of the curriculum. Data mainly collected through documents, observations of classrooms and responses obtained through questionnaire and opionionnaire from mathematics teachers, academic supervisors, and experts (curriculum and subject specialists) from both the countries. The review, study and examination of relevant documents, analysis and interpretation of data are used in describing the findings. Significant difference are found in setting objectives and presentation of contents in mathematics of primary level textbooks of the two countries. Difference is also found in transaction of mathematics curriculum in the classroom. Other common areas are: unacceptable  ‘teacher-pupil ratio, low ‘contact hours’,  and unsatisfactory skill development in mathematics and content integration with socio-cultural aspects and overcrowded classroom in  urban areas. Read more: A Comparative Study of Mathematics Curriculum at Primary Level in Bangladesh and India (West Bengal)

Some Teaching Principles


In the language teaching profession we have best and worst experiences. After many years of teaching we have information which seems to be slippery. When we begin our teacher education journey it is appropriate for us to focus on what we do know, what we have learned, what we can say with some certainty, about second language acquisition. Many novice language teachers gobble up teaching techniques without carefully considering the criteria that underline their successful application in the classroom.  The quick-fix approach to teacher education will not give you that all-important ability to comprehend when to use a technique, with whom it will work, how to adapt it for your audience or how to judge its effectiveness.

Principle of teachingThe principles of automaticity: Efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms. Overanalyzing language, thinking too much about its forms, and consciously lingering on rules of language all tend to impede this graduation to automatic.

Meaningful learning: The language classroom has not always been the best example of meaningful learning. Some classroom implications of the Principle of Meaningful Learning:

Capitalize on the power of meaningful Learning students’ interests, academic goals and career goals.

Whenever a new topic or concept is introduced, attempt to anchor it in students’ existing knowledge and background sothat it gets associated with something they already know.

As teachers we should avoid the pitfalls of rote learning:
(i)    Too much grammar explanation
(ii)    Too many abstract principles  and theories
(iii)    Too much drilling and /or memorization
(iv)    Activities  whose purposes are not clear
(v)    Activities that do not contribute to accomplishing the goals of the lesson or unit or course
(vi)    Techniques that are so mechanical  or tricky that students get centered on the mechanic instead of the langue meaning. Read more: Some Teaching Principles

English For All?


I have gone through an article under the above caption “English For All” in the Daily Star of its 28 issue of March 2008 produced by an expatriate Alam Khorshed by name. I don’t understand from which point of view he has produced this article. Does it express his patriotism or profound love for mother tongue or he wants to avoid the reality. He had been in America for many years. I don’t know his profession or how, when or why he went abroad. His facing the American Embassy necessitated his English particularly his spoken English. But in his article he wants to put little or no importance in spoken English. He is right in his expression that language is the vehicle of cultural identity. Learning through mother tongue proves the strong footing on culture.

In this age of globalisation we can in no way keep ourselves aloof from the common trend of the world. By virtue of globalisation the people belonging to various cultures, caste, colour and language have come closer to each other. To develop a common communication and relation they must have a common means of language. English has occupied that place. Not only that it is the language of commerce, science, technology, literature and job. The candidate who can speak English preferably gets the job whatever office or organization it is. Most of the job market has been captured by private organization, non-government organization and international/ multinational companies. In all these organizations people who know English either in written or spoken are preferred and treated as human resource. The causes are not unknown to us. Don’t we respond to this pragmatic situation? Even government establishments also need English knowing people. Time and again they are to maintain liaison and communication and for rapport building they need English? So how can we deny these multifarious necessities and utilities of English? Read more: English For All?
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