Mathematics Curriculum in School Education

✍ Scribed by Yeping Li, Glenda Lappan (auth.), Yeping Li, Glenda Lappan (eds.)

• Publisher: Springer Netherlands
• Year: 2014
• Tongue: English
• Leaves: 651
• Series: Advances in Mathematics Education
• Edition: 1
• Category: Library

✦ Synopsis

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 56 scholars 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

Front Matter....Pages I-XI
Front Matter....Pages 1-1
Mathematics Curriculum in School Education: Advancing Research and Practice from an International Perspective....Pages 3-12
Curriculum Design and Systemic Change....Pages 13-34
Mathematics Curriculum Policies and Practices in the U.S.: The Common Core State Standards Initiative....Pages 35-48
Reflections on Curricular Change....Pages 49-72
Front Matter....Pages 73-77
Mathematics Curriculum Policies: A Framework with Case Studies from Japan, Korea, and Singapore....Pages 79-91
Decision Making in the Mathematics Curricula among the Chinese Mainland, Hong Kong, and Taiwan....Pages 93-117
Potential Impact of the Common Core Mathematics Standards on the American Curriculum....Pages 119-142
Brief Considerations on Educational Directives and Public Policies in Brazil Regarding Mathematics Education....Pages 143-156
The Australian Curriculum: Mathematics —How Did it Come About? What Challenges Does it Present for Teachers and for the Teaching of Mathematics?....Pages 157-176
Front Matter....Pages 177-181
Three Pillars of First Grade Mathematics, and Beyond....Pages 183-207
Forging New Opportunities for Problem Solving in Australian Mathematics Classrooms through the First National Mathematics Curriculum....Pages 209-229
Freedom of Design: The Multiple Faces of Subtraction in Dutch Primary School Textbooks....Pages 231-259
Changes to the Korean Mathematics Curriculum: Expectations and Challenges....Pages 261-277
The Singapore Mathematics Curriculum Development—A Mixed Model Approach....Pages 279-303
School Mathematics Textbook Design and Development Practices in China....Pages 305-326
Front Matter....Pages 327-332
Teachers as Participants in Textbook Development: The Integrated Mathematics Wiki-book Project ....Pages 333-350
Mathematics Teacher Development in the Context of District Managed Curriculum....Pages 351-376
Curriculum, Teachers and Teaching: Experiences from Systemic and Local Curriculum Change in England....Pages 377-389
Teaching Mathematics Using Standards-Based and Traditional Curricula: A Case of Variable Ideas....Pages 391-415
Supporting the Effective Implementation of a New Mathematics Curriculum: A Case Study of School-Based Lesson Study at a Japanese Public Elementary School....Pages 417-441
Front Matter....Pages 327-332
Does Classroom Instruction Stick to Textbooks? A Case Study of Fraction Division....Pages 443-464
Front Matter....Pages 465-472
Curriculum Intent, Teacher Professional Development and Student Learning in Numeracy....Pages 473-492
The Impact of a Standards-Based Mathematics Curriculum on Classroom Instruction and Student Performance: The Case of Mathematics in Context ....Pages 493-514
Curriculum and Achievement in Algebra 2: Influences of Textbooks and Teachers on Students’ Learning about Functions....Pages 515-540
Learning Paths and Learning Supports for Conceptual Addition and Subtraction in the US Common Core State Standards and in the Chinese Standards....Pages 541-558
The Virtual Curriculum: New Ontologies for a Mobile Mathematics....Pages 559-577
Front Matter....Pages 579-579
Forty-Eight Years of International Comparisons in Mathematics Education from a United States Perspective: What Have We Learned?....Pages 581-606
(Mathematics) Curriculum, Teaching and Learning....Pages 607-620
Improving the Alignment Between Values, Principles and Classroom Realities....Pages 621-636
Back Matter....Pages 637-663

✦ Subjects

Mathematics Education; Curriculum Studies; International and Comparative Education