Chinese Mathematics Curriculum Reform in the Twenty-First Century

2017 ◽  
pp. 53-72
Author(s):  
Lidong Wang ◽  
Qimeng Liu ◽  
Xiaofeng Du ◽  
Jian Liu
Keyword(s):  
Curriculum Reform ◽  
Mathematics Curriculum ◽  
First Century ◽  
Twenty First Century

scholarly journals What is Education for? Situating History, Cultural Understandings and Studies of Society and Environment against Neo-Conservative Critiques of Curriculum Reform

2005 ◽  
Vol 49 (3) ◽  
pp. 306-319 ◽  
Author(s):  
Deborah Henderson
Keyword(s):  
Social Sciences ◽  
Curriculum Reform ◽  
Global Citizenship ◽  
First Century ◽  
The Social ◽  
European Heritage ◽  
Purpose Of Education ◽  
Twenty First Century ◽  
Discursive Field

This article explores some of the debates about the nature and purpose of education in the social sciences in the Australian curricula. It examines recent attempts in studies of society and environment and history curricula to prepare students for global citizenship and responds to neo-conservative critiques that our ‘politically correct’ curricula does not impart the ‘truth’ about our ‘European’ heritage. This article argues that while the neo-conservative discourse makes claim to traditional views of knowledge and rationality, its discursive field does not address the broader questions of what sort of education our students require for the twenty-first century.

Sense-able Combinatorics: Students' Use of Personal Representations

2008 ◽  
Vol 13 (8) ◽  
pp. 484-489
Author(s):  
Lynn D. Tarlow
Keyword(s):  
Information Processing ◽  
Significant Role ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
First Century ◽  
Discrete Mathematics ◽  
Material Goods ◽  
Twenty First Century ◽  
School Mathematics Curriculum

As we move forward in the twenty-first century, information and its communication have become at least as important as the production of material goods, and the nonmaterial world of information processing requires the use of discrete mathematics (NCTM 1989). Combinatorics, the mathematics of counting, plays a significant role in discrete mathematics. It is usually described as having three parts: counting (how many things meet our description), optimization (which is the best), and existence (are there any at all). The NCTM is explicit about the importance of students learning discrete mathematics: “As an active branch of contemporary mathematics that is widely used in business and industry, discrete mathematics should be an integral part of the school mathematics curriculum” (NCTM 2000, p. 31).

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