Abstract:
Curriculum coherence is defined in the literature as the alignment among the three different aspects of the curriculum: the intended, the implemented, and the attained. The aim of this study was to the investigate the alignment of the general objectives of the Lebanese math curriculum (GOMC) with each of: the objectives of the math curriculum at the intermediate level (OMCI), the specific objectives of each of the grade levels in the intermediate level (SOGLI), the national math textbooks (NMT) at each of the latter grade levels, and the official Brevet tests (BT). Various instruments were used to study the latter purpose. Research based criteria were developed for each of GOMC (except for the fifth objective: Valuing mathematics) as basis for evaluating the alignment of the NMT and the BT with the general objectives. The results of the criterion-based evaluation of the tests were used to check the evolution of the official exams throughout the year 2001 till 2013. Moreover, it was used to show whether sessions 1 and 2 BT differ in their degree of alignment with the GOMC. The results showed that the OMCI are aligned with the GOMC. On the other hand, the SOGLI completely neglect the four GOMC, and the three grade level textbooks vary in the their level of alignment with the GOMC; with the grade 9 textbook being the least reflective of the GOMC and the grade 8 textbook being the most reflective (in comparison to the other two textbooks). As for the BT, the results show that throughout the years, the tests are becoming more reflective of the GOMC. However, even in the latest years, two out of the four general objectives are completely neglected. The findings of the study highlighted the importance of revising the Lebanese math curriculum, its textbooks, and assessment tools in terms of their alignment with the general objectives.
