Mathematics curriculum reforms around the world : The 24th ICMI Study / Yoshinori Shimizu, Renuka Vithal, editors.

Format:

Book

Contributor:

Shimizu, Yoshinori, 1961- editor.

Vithal, Renuka, editor.

Series:

New ICMI studies series 2215-1745

New ICMI study series, 2215-1745

Language:

English

Subjects (All):

Mathematics--Curricula.

Mathematics.

Educational change.

Physical Description:

1 online resource (xvii, 584 pages) : illustrations.

Place of Publication:

Cham : Springer, 2023.

Summary:

This Open Access volume by the International Commission on Mathematical Instruction (ICMI) is an outcome of the ICMI Study 24 and gives a status-quo of school mathematics reform around the world and what we can learn from this movement. Each theme and section of the book offers descriptions and analyses of multiple case studies in different countries and contexts, along with opportunities to compare, contrast and learn from these diverse experiences. The volume provides a synthesis and meta-analysis of the different historical, geographical and global aspects of school mathematics reforms and explores in which way curricula are elaborated, proposed, changed, and reorganized. It offers a more informed and comprehensive analysis of the roles of different actors and of the many aspects influencing and shaping mathematics curriculum reforms that are taking or have taken place. It also explores the possibilities and means to tackle a curricular reform in the current scenario we live in and how to unfold future developments. This book will be of interest to practitioners and scholars with an interest in school mathematics curriculum reforms. It will also be a useful resource to those involved in school mathematics curriculum reform initiatives by providing current information about the curriculum changes that are taking place in respect of content, teacher education, educational materials, and a range of implementation challenges across diverse contexts.

Contents:

Foreword: Frederick Leung

International Program Committee

Part I: Introduction to ICMI Study 24: 1: School Mathematics Curriculum Reforms: Widespread Practice but Under-researched in Mathematics Education: Yoshinori Shimizu and Renuka Vithal

2: School Mathematics: A Bipolar Subject: Jeremy Kilpatrick

Part II: Theme A - Learning from the Past: Driving Forces and Barriers Shaping Mathematics Curriculum Reforms: 3: Introduction: Marianna Bosch and Niamh O’Meara

4: International Co-operation and Influential Reforms: Katalin Gosztonyi, Marja van den Heuvel-Panhuizen, Naomichi Makinae, Shizumi Shimizu and Marc van Zanten

5: Learning from the Past: Case Studies of Past 'Local' Curriculum Reforms: Niamh O'Meara and Jasmina Milinkovic

6: The Role of Values and Culture in Past Mathematics Curriculum Reforms: Maria Bartolini Bussi, Jasmina Milinkovic and Zahra Gooya

7: Curriculum Reforms and the Construction of the Knowledge to be Taught: Marianna Bosch, Thu-Huong Vu-Nhu and Dyana Wijayanti

8: Conclusion: Final Considerations: Driving Forces and Barriers Affecting Curriculum Reforms: Marianna Bosch and Niamh O'Meara

Part III: Theme B : Analysing School Mathematics Curriculum Reforms for Coherence and Relevance: 9: Introduction: Will Morony

10: Coherence in a Range of Mathematics Curriculum Reforms: Will Morony

11: Coherence and Relevance Relating to Mathematics and Other Disciplines: Simon Modeste, Joaquín Giménez, José Luis Lupiáñez, Jaime Carvalho e Silva and Nga Nguyen Thi

12: Coherence and Relevance of Materials and Technologies to Support Mathematics Curriculum Reforms: Jennie Golding

13: What Theories and Methodologies Are Appropriate for Studying Phenomena Related to Mathematics Curriculum Reforms?: Berta Barquero, Britta Eyrich Jessen, Juan Ruiz-Hidalgo and Jennie Golding

14: Conclusion: Achieving Coherence and Relevance in Mathematics Curriculum Reforms: Some Guiding Principles: Will Morony

Part IV: Theme C : Implementation of Reformed Mathematics Curricula Within and Across Different Contexts and Traditions

15: Introduction: Angel Ruiz

16: A First Exploration to Understand Mathematics Curricula Implementation: Results, Limitations and Successes: Angel Ruiz, Mogens Niss, Michèle Artigue, Yiming Cao and Enriqueta Reston

17: Towards a Model for Monitoring and Evaluating Curricular Reforms: Steve Thornton, Maitree Inprasitha, Angel Ruiz, Masami Isoda, Narumon Changsri and Kristen Tripet

18: Teachers, Resources, Assessment Practices: Role and Impact on the Curricular Implementation Process: Alf Coles, Luis Rodríguez-Muñiz, Ida Ah Chee Mok, Angel Ruiz, Ronnie Karsenty, Francesca Martignone, Iman Osta, Federica Ferretti and Thi Tan An Nguyen

19: Conclusion: 'Laws' of Curriculum Implementation and the Future in which We Are Living: Angel Ruiz

Part V: Theme D : Globalisation and Internationalisation and their Impacts on Mathematics Curriculum Reforms

20: Introduction: Max Stephens, Djordje Kadijevich, Mogens Niss, Nadia Azrou and Yukihiko Namikawa

21: The Evolution and Uptake of Numeracy and Mathematical Literacy as Drivers for Curriculum Reform: Merrilyn Goos and Kathy O'Sullivan

22: Impacts of TIMSS and PISA on Mathematics Curriculum Reforms: Djordje Kadijevich, Max Stephens, Armando Solares-Rojas and Raisa Guberman

23: Emergence of Computational/Algorithmic Thinking and its Impact on the Mathematics Curriculum: Djordje Kadijevich, Max Stephens and Abolfazl Rafiepour

24: Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum: Max Stephens, Merrilyn Goos and Djordje Kadijevich

Part VI: Theme E – Agents and Processes of Curriculum Design, Development and Reforms in School Mathematics: 25: Introduction: Ellen Jameson, Peter Sullivan and Ferdinando Arzarello

26: Case Studies in Agents and Processes of Mathematics Curriculum Development and Reform: Iman Osta, Fidel Oteiza, Peter Sullivan and John Volmink

27: Modelling Curriculum Reforms: A System of Agents, Processes and Objects: Ellen Jameson and Janette Bobis

28: Boundary in Curriculum Reform: Alon Pinto and Jason Cooper

29: Teacher Professional Identity and Curriculum Reform: Stephen Quirke, Lorena Espinoza and Gérard Sensevy

30: Conclusion: Implications for Active Curriculum Reform Work and Future Research: Ellen Jameson, Peter Sullivan and Ferdinando Arzarello

Part VII: International Perspectives and Influences on School Mathematics Curriculum Reforms: 31: Introduction: Yoshinori Shimizu and Renuka Vithal

32: OECD Learning Compass 2030: Implications for Mathematics Curricula: Miho Taguma, Kelly Makowiecki and Florence Gabriel

33: Making Sense of Mathematics and Making Mathematics Make Sense: William McCallum

34: School Mathematics Curriculum Reforms: Insights and Reflections: Berinderjeet Kaur

Part VIII: Commentaries on ICMI Study 24: 35: Introduction: Renuka Vithal and Yoshinori Shimizu

36: Language of Teaching and Learning and School Mathematics Curriculum Reform: Tensions in Equity and Access: Anjum Halai

37: A Cultural-Political Reading of School Mathematics Curriculum Reform: Paola Valero

Part IX: Conclusion to ICMI Study 24: 38: Key Messages and Lessons from Mathematics Curriculum Reforms around the World: Renuka Vithal and Yoshinori Shimizu

Afterword: Jill Adler

Subject Index / Author Index.

Notes:

Includes indexes.

Online resource; title from PDF title page (SpringerLink, viewed July 5, 2023).

ISBN:

9783031135484

3031135482

OCLC:

1389416896

Access Restriction:

Open access.

Restricted for use by site license.