Mathematics Curriculum Reforms Around the World : : The 24th ICMI Study.

• Superior document: New ICMI Study Series
• Author: Shimizu, Yoshinori.
• TeilnehmendeR: Vithal, Renuka.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2023.; ©2023.
• Year of Publication: 2023
• Edition: 1st ed.
• Language: English
• Series: New ICMI Study Series
• Physical Description: 1 online resource (569 pages)

Table of Contents

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.

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.

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).

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.

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).

The Development of a New Standard for Compulsory Education.