PME-NA

Comparative Analysis of Grade 7 Curricula In Nigeria, Kenya, and The USA: Envisioning Contextually Relevant, Differentiated, and Inclusive Algebraic Tasks

• In Event: Tasks and Curriculum

Description

This study investigates how Grade 7 mathematics curricula in Nigeria, Kenya, and the United States envision the design of algebraic tasks that promote contextually relevant, differentiated, and inclusive learning approaches. Using comparative document analysis, the study examines national curriculum documents and lesson plan templates to explore how instructional priorities, task designs, and provisions for diverse learners are articulated. While Kenya and the U.S. curricula integrate real-world scenarios and explicit support for diverse learners, Nigeria’s curriculum relies heavily on teacher adaptation without comprehensive guidance. These results highlight the importance of contextually grounded, inclusive task designs in fostering equitable mathematics education. It suggests incorporating practical differentiation strategies, culturally responsive content, and targeted teacher support to ensure meaningful engagement for all learners.

Authors

• Hillary Ongoyo Omoze, Purdue University (West Lafayette)

• Comfort Temitope Aje, Purdue University