Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry

2010 ◽  
Vol 75 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Charalambos Y. Charalambous ◽  
George N. Philippou
Keyword(s):  
Curriculum Reform ◽  
Mathematics Curriculum ◽  
Efficacy Beliefs

scholarly journals CULTURAL HISTORICAL ANALYSIS OF IRANIAN SCHOOL MATHEMATICS CURRICULUM: THE ROLE OF COMPUTATIONAL THINKING

2021 ◽  
Vol 12 (3) ◽  
pp. 411-426
Author(s):  
Abolfazl Rafiepour ◽  
Danyal Farsani
Keyword(s):  
Curriculum Reform ◽  
Curriculum Design ◽  
Mathematics Curriculum ◽  
Historical Analysis ◽  
Computational Thinking ◽  
School Mathematics ◽  
Curriculum Changes ◽  
International Comparative ◽  
And Mathematics ◽  
School Mathematics Curriculum

In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.

What is Standing in the Way of Middle School Mathematics Curriculum Reform?

1998 ◽  
Vol 30 (2) ◽  
pp. 42-48 ◽  
Author(s):  
Robert Reys ◽  
Barbara Reys ◽  
David Barnes ◽  
John Beem ◽  
Ira Papick
Keyword(s):  
Middle School ◽  
Curriculum Reform ◽  
Mathematics Curriculum ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
School Mathematics Curriculum ◽  
The Way

Children's perception of mathematical inconsistencies

1965 ◽  
Vol 12 (8) ◽  
pp. 617-624
Author(s):  
Lloyd Scott
Keyword(s):  
Curriculum Reform ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Instructional Materials ◽  
Decision Making Process ◽  
Practical Consideration ◽  
Substantial Evidence ◽  
Long Term Effect ◽  
New Curricula

Existing projects for school mathematics curriculum reform have been occupied principally with the tremendous task of preparing instructional materials. In general, these projects have had neither the time nor the resources to objectively research their contributions. Most of the experimentation which they have undertaken has been confined to the practical consideration of adapting content to the relevant, known characteristics of operating schools. Despite implications to the contrary there is, obviously, no substantial evidence as to the long-term effect of any particular experimental curriculum. These observations notwithstanding, a movement toward the widespread adoption of “experimental” materials for usc in school classrooms is underway, and the trend is not likely to subside in the foreseeable future. In fact, there are such compelling logical and intuitive arguments supporting a modernization of school mathematics that adoption of almost any new program appears reasonable. Though the lack of objective information clearly increases the risk when an experimental curriculum is selected, apparently such risk is regarded as the lesser of evils. Although this position may be realistic, it is clear that an increasing body of information about the new curicula would be welcome grist for the decision-making process. While awaiting the emergence of comprehensive and longitudinal data on the value of tbe various experimental programs, school leaders should enthusiastically endorse any activity designed to produce a bit of information about the new curricula.

Soundoff: Nctm's Standards, Curriculum Reform, And High School Mathematics Teachers

1990 ◽  
Vol 83 (7) ◽  
pp. 510-512
Author(s):  
William S. Hadley
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Major Obstacle ◽  
Classroom Teachers ◽  
High School Mathematics ◽  
K 12 ◽  
High School Mathematics Teachers

With the release of NCTM's curriculum standards in the spring of 1989, emphasis on mathematics-curriculum reform at all levels K-12 has been renewed. Reform is obviously long overdue, but one major obstacle stands in the way of its achievement: the classroom teachers. Given t he proper opportunities, however, teachers can become the key to success.

What's Going On…

1976 ◽  
Vol 23 (2) ◽  
pp. 103-104
Keyword(s):  
Mathematics Education ◽  
Curriculum Reform ◽  
Financial Support ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
Current Status ◽  
Education Evaluation ◽  
National Science ◽  
Mathematical Sciences ◽  
K 12

The National Advisory Committee On Mathematics Education (NACOME) with financial support from the National Science Foundation, has assembled an extensive review of the current status of mathematics education–its objectives, current and innovative practices, and attainments–for grades K-12. The scope of this review is indicated by the chapter titles: Mathematics Curriculum Reform 1955-1975, Current Programs and Issues, Patterns of Instruction, Teacher Education Evaluation, Recommen ations and Perspectives. Single copies of this report, Over view and Analys is of School Mathematics, Grades K-12, are now available without charge from the Conference Board of the Mathematical Sciences Suite 832, 2100 Pennsylvania Avenue, N.W., Washington, D.C. 20037.

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