IJERT Volume 6 [1] 2015 90 | P age © 2015 Society of Education, India Development of the Mathematics Curriculum and role of predicament / problem solving Mehboob-Ul-Hassan 1 , Anam Jabbar 2 1 University of Education, Division of Education, Township Campus Lahore, Pakistan 2 Institute of Education and Research University of the Punjab, Lahore, Pakistan Corresponding Author: Mehboob-Ul-Hassan Contact Email: hassanbhattig@hotmail.com Received 22.10.2014 Revised 15.12.2014 Accepted 01.02.2015 How to cite this article: Mehboob-Ul-Hassan, Anam Jabbar . Development of the Mathematics Curriculum and role of predicament / problem solving. Inter. J. Edu. Res. Technol. 6[1] March 2015;90-92.DOI: 10.15515/ijert.0976- 4089.6.1.90-92 Development of the Mathematics Curriculum and role of predicament / problem solving The crucial aim of the mathematics curriculum is to teach and educate the learner to be dynamic, sense of city dwellers, understanding the universe logically and also usage of mathematics to rally around their calculations, forecasting and pronouncement regarding individual and economical precedence (NCB, 2009). Imperative skill of existence that involves in a series of routes consisting analysis, interpretation, way of thinking, forecasting, assessing and dazzling is said to be predicament/problem solving. In many countries of the world, mathematics curriculum is either overarching aim or fundamental module. On the other hand, by increasing winning predicament solvers is the multifaceted chore necessitates an assortment of proficiency and temperament (Stacey, 2005). Majority of the learners require logical thought and understanding of mathematics as well as heuristic approaches for the solution of non-routine tribulations. Majority of the teachers have had a lot of options to construct their comprehension and understanding in teaching about the problems in their teachings and using problems as a concern of learning in mathematics (Cai, 2003). In one of the well developed country of the universe, Australia recommendations to the teacher has been endow within the choice of pamphlet, journals magazines etc (e.g., Peter-Koop,2005), in the declaration of national curriculum (Australian Education Council, 1991) and also in the documents of tertiary curriculum (e.g BOS NSW, 2002). These kinds of advices have been accomplished in variety of services curriculum to revolutionize in practice of teaching from most of the conventional methodologies where teacher make use of non-routine problems and problem centered responsibilities (Anderson & Bobis, 2005). If focus on the limited preference for Australian students in the solution of problems as compare to the short practical involvedness (Stacey, 2003). It is might be possible that text books and the examinations are the main hurdles in the implementations of questions (Doorman et al., 2007; Kauar & Yeap, 2009; Vincent & Stacey, 2008). Intercontinental Approaches in the Curriculum of Predicament / Problem Solving Numerous documentation regarding mathematics curriculum are lists of ‘Content’ and a place of ‘processes’. Characteristically, contents consist of basic and deep-seated thought of mathematics (Numbers, Sets, Measurement, Geometry data etc). Despite the fact that processes, incorporate with achievement that are interlinked wit usage and implementations of mathematics to answer the questions that might be regular or irregular (Clarke, Goos & Morony, 2007). Predicament / problem solving approaches in the curriculum of mathematics sustain for the teachers in Singapore, Hon Kong, England and Netherland are selected to illustrate few of the approaches. Singapore The study of (Kaur, 2001) illustrates that Predicament / Problem Solving have become the fundamental objective of learning mathematics. He further concludes that frame of mathematical curriculum based on skills, concepts, processes, attitudes and met cognitions. He says that content is put forward as skills and processes while attitudes correspond to the affective proportions of learning, while Meta cognition is the International Journal of Educational Research and Technology P-ISSN 0976-4089; E-ISSN 2277-1557 IJERT: Volume 6 [1] March 2015: 90-92 © All Rights Reserved Society of Education, India ISO 9001: 2008 Certified Organization Website: www.soeagra.com/ijert.html Original Article