article · The International Journal of Pedagogy and Curriculum
A comparative study examined how probability is taught within the prescribed curricula of Morocco, France, Quebec, and the United States, evaluating instructional hours, high-stakes testing, and competency progressions. The findings reveal notable structural contrasts in learning opportunities across these systems. Morocco introduces probability only in Grade 12, allocating under 5% of mathematics instructional time, despite the topic comprising around 15% of the national Baccalauréat examination. France introduces the subject in Grade 9, committing 10% to 12% of teaching hours under a formalist approach. In contrast, Quebec and the United States integrate probability with statistics across multiple school years starting from Grades 6 or 7, using spiral progressions that account for 14% to 16% of mathematics time. These comparative observations suggest pathways for curriculum designers, particularly in Morocco, seeking to reform mathematics education to match international benchmarks for probability literacy.
Understanding how different school systems teach probability helps educational authorities identify disparities between instructional time and examination demands. By contrasting compressed, late-stage teaching with multi-year integrated models, the findings offer clear benchmarks for policymakers and educators seeking to reform mathematics curricula and improve pupils' foundational statistical reasoning.
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This article presents a comparative analysis of how probability is positioned in the prescribed curricula of four educational systems: Morocco, France, Quebec (Canada), and the United States. The study focuses on three dimensions: instructional time, role in high-stakes assessments, and targeted competencies and progressions. Data was drawn from official curricular documents and examination guidelines and analyzed using a hybrid deductive–inductive framework grounded in research on probability education. The analytical framework is explicitly anchored in the Opportunity to Learn (OTL) construct. The results reveal major contrasts. Morocco introduces probability only in Grade 12, devoting less than 5% of total mathematics time, yet probability accounts for approximately 15% of the Baccalauréat (the national secondary school leaving examination in France and Morocco, comparable to high school graduation exams with standardized assessments). France introduces probability earlier (Grade 9) and allocates 10% to 12% of mathematics hours, although with a strongly formalist orientation. In contrast, Quebec and the US adopt spiral and competence-based progressions: probability is introduced from Grade 6 to 7, integrated with statistics, and revisited across multiple grades, amounting to 14% to 16% of mathematics hours. These findings highlight structural differences that shape learning opportunities. While no causal claims can be made about student performance, the analysis suggests that earlier introduction, extended exposure, and stronger integration with statistics and modeling are common features of curricula that align with international frameworks of probability literacy. For Morocco, such comparative insights may inform curricular reform efforts aimed at improving the teaching and learning of probability.
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DOI: 10.18848/2327-7963/cgp/a303
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