Histrical Trends in Mathematics Education: Developing International Perspective

The idea for this book originated at the first joint meeting of the Korean Mathematical Society and the American Mathematical Society, held in Seoul, South Korea, on December 16–20, 2009. Contributing authors from Sweden, Norway, Turkey, Israel, Iran, China, Canada, South Korea, and the United States provide international perspectives on creativity and giftedness in mathematics education. The vast majority of the book is comprised of reports from empirical studies. In this respect, the book is not theory driven, per se. Instead, the focus is on reporting findings from studies in an attempt to elucidate the relationship between giftedness and creativity in mathematics. In this review, I provide a brief synopsis of each chapter (except Chapter 1, which outlines the book) and discuss the relevance of the work to the literature on mathematical creativity and giftedness. The overview of the chapters is followed by general remarks on the state of mathematics education research on creativity and giftedness and final thoughts about the contribution of this book to the field.

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An International Perspective on Research through the JRME

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.25.6.0685 ◽

1994 ◽

Vol 25 (6) ◽

pp. 685-696

Author(s):

Ubiratan D'ambrosio ◽

Beatriz D'ambrosio

Keyword(s):

Mathematics Education ◽

International Perspective ◽

Prestigious Journal ◽

Research Journal ◽

The World ◽

Mathematics Educators ◽

Research In Mathematics Education

As the JRME reaches its 25th year as the research journal of the American community of mathematics educators, clearly its reach has become much broader and extends into the international realm of mathematics education. As the most prestigious journal in the field, the JRME undoubtedly influences research in mathematics education all over the world. It sets styles, priorities, and, above all, standards. In all three of these areas there are resentments, reactions, and dissent. We hope in this paper to discuss these and related issues from an international perspective.

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Understanding and Addressing the Deficiencies in UK Mathematics Education: Taking an International Perspective

Education Sciences ◽

10.3390/educsci11030141 ◽

2021 ◽

Vol 11 (3) ◽

pp. 141

Author(s):

Eleanor J. Dommett ◽

Charlotte S. Skipp

Keyword(s):

Mathematics Education ◽

International Student ◽

Student Assessment ◽

High Stakes Testing ◽

Poor Performance ◽

International Perspective ◽

High Stakes ◽

International Student Assessment ◽

And Mathematics ◽

The Uk

This paper reflects on UK mathematics education following the poor performance in the Programme for International Student Assessment (PISA) metric, which compares reading, science, and mathematics across 27 countries. We compared a range of features within secondary school mathematics in the UK with the countries outperforming the UK. We note disparities in the depth of the curriculum and the use of high-stakes testing which could be disadvantaging UK students. We also reflect on key factors that may underpin teacher effectiveness in the UK, including teacher expectations, in part driven by early use of ability sets, a lack of teacher autonomy, and poor continuous professional development. On this basis, we make several recommendations to strengthen UK mathematics education.

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Review: Constructing an International Perspective

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.21.3.0246 ◽

1990 ◽

Vol 21 (3) ◽

pp. 246-250

Author(s):

Judith T. Sowder

Keyword(s):

Education Research ◽

Mathematics Education ◽

International Perspective ◽

Research Community ◽

Mathematics Education Research ◽

Learning And Teaching ◽

International Group ◽

North American Chapter ◽

The North ◽

Teaching Of Mathematics

The International Group for the Psychology of Mathematics Education (PME) has been active since 1976, with yearly meetings attended by researchers representing 39 countries. The proceedings of these meetings and of the meetings of the North American Chapter of PME reflect the changing concerns of the international mathematics education research community and form a rich resource of studies on the learning and teaching of mathematics. These proceedings can, however, be described as “fugitive literature” in the sense that they are not generally available through libraries. The advent of easily obtainable publications that describe the work of the PME community is overdue and welcome.

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