Rethinking the Mathematics Curriculum

Häftad, Engelska, 1998

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Beskrivning

At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum?Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.

Produktinformation

Utgivningsdatum:1998-10-23
Mått:156 x 234 x 15 mm
Vikt:500 g
Format:Häftad
Språk:Engelska
Antal sidor:272
Förlag:Taylor & Francis Ltd
ISBN:9780750709385

Utforska kategorier

Läroplaner och kursplaner inom Psykologi och pedagogik

Mer om författaren

Edited by Celia Hoyles, Candia Morgan, Geoffrey Woodhouse

Recensioner i media

' interesting ideas with evidence drawn from a range of studies.' - The Times Educational Supplement'The book has a properly international 'feel' to it and provides some useful insights for interpreting recent national and international public debate.' - Educational Review

Innehållsförteckning

Introduction Section One: What Is Mathematics and What Is It For? Chapter 1 Being Mathematically Educated in the 21st Century: What Should It Mean? Chapter 2 Industrial Applied Mathematics Is Changing As Technology Advances: What Skills Does Mathematics Education Need to Provide? Chapter 3 Following Mathematical Practices in Design-oriented Work Chapter 4 Mathematizing in Practice Chapter 5 Mathematics Provides Tools for Thinking and Communicating Section Two: Curriculum and Classrooms for the Future Chapter 6 One Mathematics for All? Chapter 7 General Mathematical Competence: A New Way of Describing and Assessing a Mathematics Curriculum Chapter 8 Maximizing Energy in the Learning of Mathematics Chapter 9 Modelling for the New Millennium Chapter 10 Mathematics and Scientific Literacy Chapter 11 Mathematics Laboratories for Science Undergraduates Chapter 12 The Mathematics of Change and Variation from a Millennial Perspective: New Content, New Context Section Three: Thinking about Change Chapter 13 Fudge and Fiddlesticks: A Century After Chapter 14 Glimpses of the Past, Images of the Future: Moving from 20th to 21st Century Mathematics Education Chapter 15 Training Today the Teacher of Tomorrow Chapter 16 Reconstructing Professional Judgment in Mathematics Education: From Good Practice to Warranted Practice Section Four: Learning from the Pacific Rim Chapter 17 New Goals and Directions for Mathematics Education in Korea Chapter 18 EXAM MATHS Re-examined Chapter 19 The Traditional Chinese Views of Mathematics and Education: Implications for Mathematics Education in the New Millennium