Diversity and Coherence as Important Aspects of Curriculum: A Content Analysis of the Two Croatian Geometry Curricula for Primary Education/Raznolikost i koherentnost kao važni aspekti kurikula: analiza geometrijskih sadržaja dvaju hrvatskih kurikula u razrednoj nastavi

AbstractFor years, school geometry has faced with many issues including losing its strong position in school mathematics and earning the reputation of being the “problem child” of mathematics teaching. These issues stem from the problems in the intended curriculum. The goal of this paper is to shed light on the two intended curricula for primary mathematics education in Croatia in terms of the diversity and coherence of geometry topics through the lens of fundamental ideas of geometry. Additionally, the analysis is associated with previous results on the attained and potentially implemented curriculum regarding textbook tasks and primary school students’ images of geometry. Even though the new curriculum reflects more diversity regarding the fundamental ideas of geometry compared to the old curriculum, there is clear evidence that they still do not offer the learning opportunities in line with modern geometry education. Based on the data, the results are discussed with regard to their theoretical and practical implications with the goal of providing suggestions on how to improve the position of school geometry in mathematics education in Croatia conducive to modern geometry education, as emphasised in the literature.Keywords: fundamental ideas; geometry education; primary education; tripartite model of curriculum.---SažetakŠkolska geometrija tijekom godina suočavala se s mnogim problemima, u što ulazi i gubitak nekad snažne pozicije unutar školske matematike te dobivanje reputacije „problematičnog djeteta” nastave Matematike. Ovi problemi proizlaze iz planiranog kurikula. Cilj ovoga rada je analiza dvaju planiranih kurikula za razrednu nastavu Matematike u Hrvatskoj s fokusom na raznolikost i koherentnost geometrijskih sadržaja i kroz objektiv fundamentalnih ideja geometrije. Uz to, rezultati su povezani s prethodnim nalazima o postignutom (slike učenika o geometriji) i potencijalno primijenjenom kurikulu (udžbenički zadatci). Iako novi kurikul odražava više raznolikosti u pogledu fundamentalnih ideja geometrije u odnosu na stari, rezultati pokazuju da ti kurikuli još uvijek ne nude značajke suvremene metodike geometrije u punom potencijalu. Na temelju dobivenih rezultata provedena je rasprava s prijedlozima kako poboljšati položaj školske geometrije u matematičkom obrazovanju u Hrvatskoj prema preporukama iz literature.Ključne riječi: fundamentalne ideje; nastava geometrije; razredna nastava; trodijelni model kurikula.