International Perspectives on Mathematics Curriculum

Erscheinungsjahr 2017
ISBN: 978-1-64113-043-1
Verlag: Information Age Publishing

Buch, Englisch, 260 Seiten, Paperback, Format (B × H): 156 mm x 234 mm, Gewicht: 406 g

Reihe: Research in Mathematics Education

Curriculum can be defined in a variety of ways. It might be viewed as a body of knowledge, a product, or a process. Curricula can differ as they are conceptualized from various theoretical perspectives to address the needs of teachers, students, and the context of schooling. One reason to study curriculum is “to reveal the expectations, processes and outcomes of students’ school learning experiences that are situated in different cultural and system contexts. … further studies of curriculum practices and changes aremuch needed to help ensure the success of educational reforms in the different cultural and system contexts” (Kulm & Li, 2009, p.709).

This volume highlights international perspectives on curriculum and aims to broaden the wider mathematics education community’s understandings of mathematics curriculum through viewing a variety of ways that curricula are developed, understood, and implemented in different jurisdictions/countries. Within this volume, we define curriculum broadly as the set of mathematics standards or outcomes, the messages inherent in mathematics curriculum documents and resources, how these standards are understood by a variety of stakeholders, and how they are enacted in classrooms. The focus is on the written, implied, and enacted curriculum in various educational settings throughout the world.

Autoren/Hrsg.

Thompson, Denisse R.

Huntley, Mary Ann

Suurtamm, Christine

Inhaltsverzeichnis

- Preface.
- What Might Be Learned From Examining Curricular Perspectives Across Countries?
- Primary School Mathematics in the Netherlands: The Perspective of the Curriculum Documents
- Curriculum in France: A National Frame inTransition
- Mathematics Curriculum: The Case of Finland
- Curriculum in Canada: A Fractal Interpretation Using the Case of Alberta
- Mathematics Curriculum in the United States: New Challenges and Opportunities
- A South African Perspective on the Mathematics Curriculum: Towards A Transcending Metacognitive Ideology
- Discussing the Mathematics Curriculum in Brazil
- The Korean Mathematics Curriculum: Characteristics and Challenges
- Transcending Boundaries:What Have We Learned?
- About the Editors.
- About the Contributors.

Über Autor(innen)

Denisse R. Thompson, University of South Florida.

Mary Ann Huntley, Cornell University.

Christine Suurtamm, University of Ottawa.