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

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

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Bibliographic Details
Superior document:New ICMI Study Series
:
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
Online Access:
Physical Description:1 online resource (569 pages)
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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.

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