scholarly journals Polish mathematics education periodicals in times of educational reform after the collapse of the Warsaw Pact

ZDM ◽  
2021 ◽  
Author(s):  
Ewa Swoboda ◽  
Marcin Karpiński ◽  
Małgorzata Zambrowska
Keyword(s):  
Mathematics Education ◽  
Educational Reform ◽  
Educational System ◽  
Teaching Styles ◽  
Teaching Mathematics ◽  
Political Situation ◽  
System A ◽  
Short Lifespan ◽  
New Ideas ◽  
University Lecturers

AbstractIn this paper we present a study of the most important Polish periodicals of the last 30 years that are related to mathematics education. Our research aim was to analyse how the changes in mathematics education that were caused by a new political situation in Poland were reflected in education journals. Journals that shaped Polish mathematics education varied significantly. We analysed both those journals that have a long history and those that arose spontaneously, thus reflecting the mood of this time of great change. Our analysis leads to the conclusion that journals, where the authors are mostly mathematics scientists or university lecturers, turned out to be in different to shifts in the educational system. A characteristic tendency reflecting the mood of times of change was the creation of new magazines, which were to be forums for sharing views on teaching mathematics. It turns out, however, that the journals created after 1990 had quite a short lifespan. Education journals that were directed to teachers for decades constituted a platform for discussion of new ideas and teaching styles, too. They offered a place to exchange opposing views. However, this situation slowly ceased to apply.

Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education

1992 ◽  
Vol 23 (5) ◽  
pp. 412-431 ◽  
Author(s):  
Michael W. Apple
Keyword(s):  
Mathematics Education ◽  
Educational Reform ◽  
Mathematical Knowledge ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Policy And Practice ◽  
Conservative Movement ◽  
Evaluation Standards

Although NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) are generating considerable interest, there has been little discussion of their ideological and social grounding and effects. By placing the Standards within the growing conservative movement in education, this paper raises a number of crucial issues about the documents, including the depth of the financial crisis in education and its economic and ideological genesis and results; the nature of inequality in schools; the role of mathematical knowledge in our economy in maintaining these inequalities; the possibilities and limitations of a mathematics curriculum that is more grounded in students' experiences; and the complicated realities of teachers' lives. Without a deeper understanding of these issues, the Standards will be used in ways that largely lend support only to the conservative agenda for educational reform.

Implementing the Professional Standards for Teaching Mathematics: Systemic Reform: A New Mantra for Professional Development

1996 ◽  
Vol 89 (7) ◽  
pp. 584-587
Author(s):  
Madeleine J. Long
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Educational Reform ◽  
Systemic Reform ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Educational Progress ◽  
New Ideas

Like a huge pendulum that indiscriminately sweeps aside everything in its path, educational reform sometimes adopts new ideas and approaches without fully understanding their implications for teachers, for programs, and, most important, for students. Too often, educators jump on the bandwagon, forgetting the complexities of educational progress and engaging in either-or thought and decision making.

scholarly journals ¡Cómo Hemos Cambiado! Medio Siglo de Escuela en España (1970-2020).

2020 ◽  
Vol 2 (29) ◽  
pp. 76-91
Author(s):  
Ramón López Martín
Keyword(s):  
Educational Reform ◽  
Educational System ◽  
Teaching Styles ◽  
Learning Processes ◽  
Prospective Analysis ◽  
Teaching Models ◽  
General Law ◽  
The Subject ◽  
Teaching Learning ◽  
General Organization

On the eve of a new educational reform, we are commemorating the anniversary of the General Law of Education, a historic moment that marked a break with the previous scholar tradition. The objective of this work is to review the changes that the school has experienced in the last fifty years. Being aware of the impossibility of draining the subject, we focus on the fundamental aspects of each change that school models bring about and the various teaching styles that support them. We address the “school of critical rationality” of the 70s and 80s, based on the principles of “comprehensive pedagogy” and the search for educational performance, provided by the General Law of Education (LGE); the “school of transversality” of the 90s, under the approach of teaching models focused on student learning and the “cognitive pedagogy of constructivism” of the Law of General Organization of the Educational System (LOGSE); the “school of competences”, from the second half of the first decade of the century, linked to more alternative pedagogical theories and the approaches of the Organic Law of Education (LOE): and, in a prospective analysis of the future, the “digital school” that emerges over the horizon, with the inexcusable preeminence of virtuality as a pedagogical resource in the teaching-learning processes.

The Impact of Political Transition on Ghana’s Educational System. A Case Study of the 4th Republic

2018 ◽  
Author(s):  
Emmanuel Owusu-Kwarteng ◽  
Prince Opoku ◽  
Gershon Dagba ◽  
Mark Amankwa
Keyword(s):  
Educational System ◽  
Political Transition ◽  
System A ◽  
The Impact

scholarly journals Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents

2021 ◽  
pp. 1476718X2096974
Author(s):  
Sara Cervantes ◽  
Anna Öqvist
Keyword(s):  
Qualitative Study ◽  
Educational Reform ◽  
Educational System ◽  
Professional Competence ◽  
Preschool Teachers ◽  
Division Of Labour ◽  
Study Data ◽  
Working Relationship ◽  
Policy Documents

Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.

scholarly journals Um cenário de estudos envolvendo o ensino de Matemática através da Resolução de Problemas em periódicosA study scenario involving the teaching of mathematics through problem solving in journals

2020 ◽  
Vol 22 (2) ◽  
pp. 252-280
Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The State ◽  
University Education ◽  
Teaching Mathematics ◽  
Mathematics Teaching And Learning ◽  
Teaching Of Mathematics

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.

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