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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010325511 | QA11 M384 2014 | Open Access Book | Book | Searching... |
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Summary
Summary
Mathematics curriculum, which is often a focus in education reforms, has not received extensive research attention until recently. Ongoing mathematics curriculum changes in many education systems call for further research and sharing of effective curriculum policies and practices that can help lead to the improvement of school education.
This book provides a unique international perspective on diverse curriculum issues and practices in different education systems, offering a comprehensive picture of various stages along curriculum transformation from the intended to the achieved, and showing how curriculum changes in various stages contribute to mathematics teaching and learning in different educational systems and cultural contexts.
The book is organized to help readers learn not only from reading individual chapters, but also from reading across chapters and sections to explore broader themes, including:
Identifying what is important in mathematics for teaching and learning in different education systems; Understanding mathematics curriculum and its changes that are valued over time in different education systems; Identifying and analyzing effective curriculum practices; Probing effective infrastructure for curriculum development and implementation.Mathematics Curriculum in School Education brings new insights into curriculum policies and practices to the international community of mathematics education, with 29 chapters and four section prefaces contributed by 56scholars from 14 different education systems. This rich collection is indispensable reading for mathematics educators, researchers, curriculum developers, and graduate students interested in learning about recent curriculum development, research, and practices in different education systems.
It will help readers to reflect on curriculum policies and practices in their own education systems, and also inspire them to identify and further explore new areas of curriculum research for improving mathematics teaching and learning.
Table of Contents
| Mathematics Curriculum in School Education EditorsYeping Li and Glenda Lappan |
| Part I Introduction and Perspectives |
| Chapter 1 Mathematics curriculum in school education: Advancing research and practices from an international perspectiveYeping LI and Glenda Lappan |
| Chapter 2 Curriculum design and systemic changeHugh Burkhardt |
| Chapter 3 Mathematics curriculum policies and practices in the U.S.: The Common Core State Standards initiativeBarbara J. Reys |
| Chapter 4 Reflections on curricular changeAlan Schoenfeld |
| Part II Curriculum and Policy |
| PrefaceGlenda Lappan and Yeping LI |
| Chapter 5 Mathematics curriculum policies: A framework with case studies from Japan, Korea, and SingaporeKhoon Yoong WONG et al. |
| Chapter 6 Decision making in the mathematics curricula among the Chinese mainland, Hong Kong and TaiwanHak Ping TAM et al. |
| Chapter 7 Potential impact of the Common Core Mathematics Standards on the American curriculumHung-Hsi WU |
| Chapter 8 Brief considerations on educational directives and public policies in Brazil regarding mathematics educationAntonio Vicente Marafioti Garnica |
| Chapter 9 The Australian Curriculum: Mathematics - How did it come about? What challenges does it present for teachers and for the teaching of mathematics?Max Stephens |
| Part III Curriculum Development and Analysis |
| PrefaceYeping LI and Glenda Lappan |
| Chapter 10 Three pillars of first grade mathematics and beyondRoger Howe |
| Chapter 11 Forging new opportunities for problem solving in Australian mathematics classrooms through the first national mathematics curriculumJudy Anderson |
| Chapter 12 Freedom of design: The multiple faces of subtraction in Dutch primary school textbooksMarc van Zanten and Marja Van Den Heuvel-Panhuizen |
| Chapter 13 Changes to the Korean mathematics curriculum: Expectations and challengesJeongSuk Pang |
| Chapter 14 The Singapore mathematics curriculum development - A mixed model approachNgan Hoe Lee |
| Chapter 15 School mathematics textbook design and development practices in ChinaYeping LI et al. |
| Part IV Curriculum, Teacher, and Teaching |
| PrefaceJames Fey |
| Chapter 16 Teachers as participants in textbook development: The integrated mathematics wiki-book projectRuhama Even and Shai Olsher |
| Chapter 17 Mathematics teacher development in the context of district managed curriculumMary Kay Stein et al. |
| Chapter 18 Curriculum, teachers and teaching: Experiences from systemic and local curriculum change in EnglandMargaret Brown and Jeremy Hodgen |
| Chapter 19 Teaching mathematics using standards-based and traditional curricula: A case of variable ideasJinfa Cai et al. |
| Chapter 20 Supporting the effective implementation of a new mathematics curriculum: A case study of school-based lesson study at a Japanese public elementary schoolAkihiko Takahashi |
| Chapter 21 Does classroom instruction stick to textbooks? - A case study of fraction divisionRongjin Huang |
| Part V Curriculum and Student Learning |
| PrefaceDylan Wiliam |
| Chapter 22 Curriculum and achievement in Algebra 2: Influences of textbooks and teachers on students' learning about functionsSharon L. Senk |
| Chapter 23 The impact of a standards-based mathematics curriculum on classroom instruction and student performance: The case of Mathematics in ContextMary C. Shafer |
| Chapter 24 Curriculum intent, teacher professional development and student learning in numeracyVincent Geiger |
| Chapter 25 Learning paths and learning supports for conceptual addition and subtraction in the US Common Core State Standards and in the Chinese standardsKaren C. FUSON |
| Chapter 26 The virtual curriculum: New ontologies for a mobile mathematicsNathalie Sinclair |
| Part VI Cross-national Comparison and Commentary |
| Chapter 27 Forty-eight years of international comparisons in mathematics education from a United States perspective: What have we learned?Zalman Usiskin |
| Chapter 28 (Mathematics) curriculum, teaching and learningNgai-Ying Wong |
| Chapter 29 Improving the alignment between values, principles and classroom realitiesMalcolm Swan |
