scholarly journals What Might Policy Borrowing Contribute to Policy and Practice in Mathematics Education?

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Yingmin Sun
Keyword(s):  
Mathematics Education ◽  
Curriculum Reform ◽  
Mathematics Curriculum ◽  
Theoretical Framework ◽  
Education Policies ◽  
Policy And Practice ◽  
Policy Borrowing ◽  
Education Practice ◽  
The Future ◽  
And Mathematics

This article elaborates the meaning of policy borrowing and Phillips’ theoretical framework of policy borrowing. Then, it provides a background of various practices of policy borrowing in education and mathematics education specifically. Thirdly, the article argues two contributions of policy borrowing to policy in mathematics education and envision mathematics education policies in future. Finally, it takes China’s mathematics curriculum reform as a case to analyse two contribution of policy borrowing to practice in mathematics education and conclude by envisioning the future mathematics education practice.

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.

Activating Assessment Alternatives in Mathematics

1992 ◽  
Vol 39 (6) ◽  
pp. 24-29 ◽  
Author(s):  
David J. Clarke
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
Mathematics Curriculum ◽  
Teaching Program ◽  
Evaluation Standards ◽  
Pencil And Paper ◽  
And Mathematics ◽  
Assessment Strategies

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 1, 2) emphasizes the role of evaluation “in gathering information on which teachers can base their subsequent instruction.” This strong sense of assessment's informing instructional practice is also evident in the materials arising from the Australian Mathematics Curriculum and Teaching Program (Clarke 1989: Lovitt and Clarke 1988, 1989). Both projects offer their respective mathematics-education communities a set of goal much broader than those traditionally conceived for mathematics instruction. The adoption of these goals by mathematics teachers and school systems demands the use of new assessment strategies if the restructuring of the mathematics curriculum and mathematics-teaching practice is to be effected. Mathematics education must not restrict itself to those goals that can be assessed only through conventional pencil-and-paper methods.

Review: Equity and Mathematics: Not a Simple Issue

1996 ◽  
Vol 27 (5) ◽  
pp. 609-615
Author(s):  
Nel Noddings
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Cultural Factors ◽  
Curriculum And Pedagogy ◽  
Nature Of Mathematics ◽  
And Mathematics

All four of the books reviewed here are deeply concemed with issues of equiry in mathematics education. I'll say a bit about each book in order to orient readers, and then I'll organize my remarks around the themes that arise again and again: the nature of mathematics. mathematics curriculum and pedagogy, and the philosophical and cultural factors inside and outside classroom that affect our educational efforts.

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.

Activities: Iterating Linear Functions—An Introduction to Dynamical Systems

1997 ◽  
Vol 90 (2) ◽  
pp. 122-136
Author(s):  
Jonathan Choate
Keyword(s):  
Mathematics Education ◽  
Dynamical Systems ◽  
Numerical Methods ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
Linear Functions ◽  
Exponential Functions ◽  
Numerical Iteration ◽  
Symbolic Methods ◽  
And Mathematics

The arrival of computers has caused some major changes in both mathematics and mathematics education. One of the biggest shifts has been from an emphasis on symbolic methods to one on numerical methods. One field of mathematics, dynamical systems, requires considerable number crunching and is just coming into its own because we currently have the ability to perform extensive calculations easily. This article introduces students to this new field. The study of sequences created by using numerical iteration provides interesting new ways to approach many of the concepts central to the secondary mathematics curriculum, such as functions in general and linear and exponential functions in particular.

Twelfth Annual Brown Lecture in Education Research: So That Any Child May Succeed: Indigenous Pathways Toward Justice and the Promise of Brown

2018 ◽  
Vol 47 (5) ◽  
pp. 271-283 ◽  
Author(s):  
Teresa L. McCarty
Keyword(s):  
Native American ◽  
Native Americans ◽  
Research Policy ◽  
Indigenous Education ◽  
Education Policies ◽  
Policy And Practice ◽  
Education Practice ◽  
English Only ◽  
American Children ◽  
Indigenous Educators

As the U.S. Supreme Court prepared to rehear for the second time the case of Brown v. Board of Education in 1953, the 83rd Congress passed House Concurrent Resolution 108 and Public Law 280—policies that would terminate federal treaty and trust responsibilities to Native Americans. Even as post- Brown desegregation went into effect, thousands of Native American children continued to attend segregated, English-only federal boarding schools. This lecture considers the Brown legacy and broader issues of education equality in the context of research, policy, and practice in Indigenous education. Focusing on a core argument in Brown—that equality of opportunity is a prerequisite “so that any child may succeed”—I examine hard-fought pathways toward education justice forged by Indigenous educators, parents, leaders, and allies; the larger settler colonial project in which those efforts are embedded; and the ways in which Indigenous initiatives are braided with those of other racialized groups. Key to this analysis is recognition that equal access and uniformity of education approach are not synchronous with equity. I conclude with the ongoing challenges in fulfilling the promise of Brown—in particular, the simultaneous homogenizing and stratifying effects of current education policies—and what can be learned from diverse models of contemporary Indigenous education practice.

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.

Overview and Analysis of School Mathematics, Grades K—12

1976 ◽  
Vol 69 (6) ◽  
pp. 440
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
The Future ◽  
K 12

The fallowing four articles may establish the direction that mathematics education will take in the future. Shirley Hill, who chaired the NACOME committee, outlines the context of the report and presents some of the significant points with regard to the mathematics curriculum, patterns of instruction, teacher education, and evaluation.

Projects: Building Michigan's Capacity for Middle School Mathematics Curriculum Reform

2001 ◽  
Vol 94 (6) ◽  
pp. 522-524
Keyword(s):  
Middle School ◽  
Mathematics Education ◽  
Curriculum Reform ◽  
Mathematics Curriculum ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Collaborative Effort ◽  
Reform Project ◽  
Reform In Mathematics Education ◽  
School Mathematics Curriculum

The Building Michigan's Capacity for Middle School Mathematics Curriculum Reform project is a four-year statewide collaborative effort that is designed to lead the reform in mathematics education within Michigan's middle schools. The project addresses the need for improved achievement in mathematics by students in Michigan and places a high priority on building the mathematics content and pedagogical background of its participating teachers to accomplish that goal.

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