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|a QA10.92-20
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|a Shimizu, Yoshinori.
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|a Mathematics Curriculum Reforms Around the World :
|b The 24th ICMI Study.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2023.
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|c ©2023.
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|a 1 online resource (569 pages)
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|a text
|b txt
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|a computer
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|a New ICMI Study Series
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|a Intro -- Foreword -- International Program Committee -- Contents -- Contributors -- Part I: Introduction to ICMI Study 24 -- Chapter 1: School Mathematics Curriculum Reforms: Widespread Practice But Under-Researched in Mathematics Education -- Introduction -- Background and Rationale of the Study -- Themes and Questions -- The ICMI Study 24 Conference -- Defining Key Concepts Related to School Mathematics Curriculum Reforms -- Structure of the ICMI Study 24 Volume -- References -- Chapter 2: School Mathematics: A Bipolar Subject -- The New Math Era -- Critique -- Bipolarity -- Subsequent Changes -- An Applications Turn -- A Social and Cultural Turn -- The Context of the United States of America -- International Comparisons in Mathematics Performance -- Final Comments -- References -- Part II: Theme A - Learning from the Past: Driving Forces and Barriers Shaping Mathematics Curriculum Reforms -- Chapter 3: Introduction -- International Co-operation and Influential Reforms -- Case Studies of Past 'Local' Curriculum Reforms in Mathematics -- The Role of Values and Culture in Past Mathematics Curriculum Reforms -- The Effects of Past Reforms on the Construction of the Knowledge to Be Taught -- Driving Forces and Barriers -- References -- Chapter 4: International Co-operation and Influential Reforms -- International Reform Movements in the Twentieth Century -- The 'Mathématiques Modernes' Reform in France -- A Reform Movement from the Eastern Bloc: Varga's 'Complex Mathematics Education' Reform -- Realistic Mathematics Education in the Netherlands -- Mathematics Curriculum Reform in Japan -- Conclusions -- References -- Chapter 5: Learning from the Past: Case Studies of Past 'Local' Curriculum Reforms -- Introduction -- Case Study A: Ireland -- Case Study B: Serbia -- Case Study C: South Africa -- Conclusion.
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|a Lesson 1: The Influence of International Assessments -- Lesson 2: The Influence of RME and Importance of Consultation -- Lesson 3: Time -- Lesson 4: Teacher Professional Development -- Lesson 5: The Need for Continuous Research -- References -- Chapter 6: The Role of Values and Culture in Past Mathematics Curriculum Reforms -- Italy: The Most Recent Global Curriculum Reform -- Serbia: Changing the Perspective of Mathematics as a Subject -- Iran: Two Aspects of the Educational Systems Affected by Curriculum Reforms -- The Driving Forces Behind Various Mathematics Curriculum Changes -- Considering Values and Goals -- Concluding Remarks -- References -- Chapter 7: Curriculum Reforms and the Construction of the Knowledge to Be Taught -- The Evolution of the Knowledge to Be Taught: The Case of Proportionality -- Classical Mathematics -- The Effects of the New Math Reform -- Proportionality in Today's School Mathematical Organisations -- Didactic Transposition Constraints -- Didactic Transposition Phenomena in Curriculum Reforms in Vietnam -- Is It Time or Content? Lessons Learnt from an Irish Curriculum Reform -- Conclusions -- References -- Chapter 8: Conclusion Final Considerations: Driving Forces and Barriers Affecting Curriculum Reforms -- References -- Part III: Theme B - Analysing School Mathematics Curriculum Reforms for Coherence and Relevance -- Chapter 9: Introduction -- Definitions for Coherence and Relevance -- Components of Mathematics Curricula -- Theme B Analyses -- Curriculum to Meet Needs (of Students, the Workplace, Higher Education, Society etc.) -- 'Top-Down' as Opposed to 'Bottom-Up' Curriculum Development and Reforms -- Theme B Chapters -- References -- Chapter 10: Coherence in a Range of Mathematics Curriculum Reforms -- Coherence Between Components of the Niss Framework -- Portugal -- Brazil -- Vietnam.
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|a Coherence Within Components of the Niss Framework -- Costa Rica -- Vietnam -- Japan -- Coherence with Mathematics as the 'Parent Discipline' -- Israel -- Japan -- An Alternative -- Coherence of the Curriculum with the Curriculum System -- China -- Mexico -- Portugal -- England -- Other Examples -- Some Possible Responses to Achieve This Coherence -- Conclusion and Key Messages -- References -- Chapter 11: Coherence and Relevance Relating to Mathematics and Other Disciplines -- Emergence of Interdisciplinary Approaches -- In Education and Curricula -- The Case of STEM -- The Case of Mathematics and Citizenship -- Issues -- Examples of Reforms That Lead to Interdisciplinary Approaches -- Vietnam -- Spain -- Andorra -- Issues and Questions -- Modelling as Central -- Coherence and Relevance at Different Levels -- Examples of Ways to Make Mathematics Interact with Other Disciplines -- The Example of Mathematics and Computer Science Interaction in France -- Tensions and Synergies -- Conclusion and Key Messages -- References -- Chapter 12: Coherence and Relevance of Materials and Technologies to Support Mathematics Curriculum Reforms -- Background: Curriculum Resources Supporting Reform -- Non-textual Resources -- The Role of Resources in Recent Curriculum Reforms -- Case Study 1: England's National Curriculum and Related Post-16 mathematics Provision from 2014 (Top-Down, Time-Pressured Reform with Initial Attempted Coherence) -- Case Study 2: Curriculum reforms in Mexico, 1993 to 2011 (Top-Down, Variably Coherent Curriculum System Reform) -- Case Study 3: University Entrance Curriculum reform in Vietnam (Top-Down, Not Yet Coherent with Supporting School Curriculum Materials).
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|a Case Study 4: Bottom-Up Italian Development of a Radical Approach to the Fraction-Related Curriculum (Focus on Use of Naïve Concrete Materials to Build Relevance, But with Exposed Tensions for Coherence) -- Case Study 5: Reform of the Israeli Intermediate Geometry Curriculum (Negotiated, Measured Building of Systemic Coherence and Relevance) -- Case Study 6: Harnessing Technology to Improve Intended/Enacted Curricular Coherence Across Domains and Levels of Teaching, in Bottom-Up Curriculum Development -- Curriculum Materials: Affordances for Supporting Curriculum Reform Coherence and Relevance -- Digital Tools Supporting Coherence and Relevance of Enacted Curricula -- Curriculum Materials: Constraints for Supporting Curriculum Reform Coherence and Relevance -- Conclusion and Key Messages -- References -- Chapter 13: What Theories and Methodologies Are Appropriate for Studying Phenomena Related to Mathematics Curriculum Reforms? -- Overview of Theoretical Approaches for Analysing Phenomena Related to Mathematics Curriculum Reforms -- Approaches Focusing on Curriculum Conceptualisation -- Approaches Focusing on the Didactic Process of Creation and Dissemination of Curriculum Reforms -- Socio-Cultural Approaches Focusing on the Conditions for Communities in Curriculum Reforms -- Summary of Theoretical Frameworks Used to Address Curriculum Reforms -- Research Questions About Curriculum Reforms, Unit of Analysis and Methodologies for Curricular Analysis -- Research Questioning the Intended Curriculum Through the Interaction Between the Scholarly Knowledge and the Knowledge to Be Taught -- Research Questioning the Selection and Elaboration of the Knowledge to Be Taught and of the Resulting Intended Curriculum Transposed to School Systems.
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|a Research Questioning the Conditions Under Which Curriculum Reforms Are Implemented, Through What Means, Under Which Constraints -- Research Questioning Teachers' Actions and Engagement with How the Implementation of Curriculum Is Planned and Works in Classrooms -- Research Questioning Communities Involved in Curriculum Reforms -- Conclusion and Key Messages -- References -- Chapter 14: Conclusion Achieving Coherence and Relevance in Mathematics Curriculum Reforms: Some Guiding Principles -- Part IV: Theme C - Implementation of Reformed Mathematics Curricula Within and Across Different Contexts and Traditions -- Chapter 15: Introduction -- Diversity -- The 'Process' Dimension and the Wider Perspective -- Structure -- Chapter 16: A First Exploration to Understand Mathematics Curricula Implementation: Results, Limitations and Successes -- National and International Curricular Use of the Competency-Based Danish "KOM" Project - Mogens Niss -- Terminological Clarification of Key Concepts -- Competency-Based Mathematics Curricula: The Case of Denmark -- KOM-Referenced Curriculum Reforms in Denmark in the Twenty-First Century -- The Competency Approach in Other Countries -- Implementing Curricular Reforms: A Systemic Challenge - Michèle Artigue -- Introduction -- Elements for an Ecological Approach Supported by the ATD -- Didactic Transposition -- Anthropological Theory of the Didactic (ATD) -- A First Case Study: The High School 2000 Reform in France -- Main Characteristics of the 2000 Reform -- The Implementation of the Reform -- A Second Case Study: Recent Curriculum Reforms in the Francophone Space -- Concluding Comments -- Chinese Mathematics Curriculum Reform in the Twenty-First Century - Yiming Cao -- The Background of New Century Chinese Mathematics Curriculum Reform -- Mathematics Curriculum for Compulsory Education (Grades 1-9).
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|a The Development of a New Standard for Compulsory Education.
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|a Description based on publisher supplied metadata and other sources.
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|a Electronic books.
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| 700 |
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|a Vithal, Renuka.
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|i Print version:
|a Shimizu, Yoshinori
|t Mathematics Curriculum Reforms Around the World
|d Cham : Springer International Publishing AG,c2023
|z 9783031135477
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| 797 |
2 |
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|a ProQuest (Firm)
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| 830 |
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|a New ICMI Study Series
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| 856 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=30611267
|z Click to View
|
