scholarly journals Doing the Math: Comparing Ontario and Singapore Mathematics Curriculum at the Primary Level

2020 ◽  
Author(s):  
AISDL
Keyword(s):  
Mathematics Education ◽  
North America ◽  
Education System ◽  
Mathematics Curriculum ◽  
Education Systems ◽  
Primary Level ◽  
Revised Bloom's Taxonomy ◽  
Balanced Approach ◽  
The Difference ◽  
Ontario Education

This paper sought to investigate the fundamental differences in mathematics education through a comparison of curriculum of 2 countries—Singapore and Canada (as represented by Ontario)—in order to discover what the Ontario education system may learn from Singapore in terms of mathematics education. Mathematics curriculum were collected for Grades 1 to 8 for Ontario, and the equivalent in Singapore. The 2 curriculums were textually analyzed based on both the original and the revised Bloom’s taxonomy to expose their foci. The difference in focus was then compared and discussed to find the best ways to improve the Ontario mathematics curriculum. With one of the best education systems in North America, the Ontario mathematics curriculum would only need to refocus its attention towards a more balanced approach, with greater focus on understanding through practices. Ontario would benefit greatly from a deeper research into the Singaporean math curriculum.

Using a Problem-solving Approach in the Primary Grades

1984 ◽  
Vol 32 (4) ◽  
pp. 11-14
Author(s):  
Patricia F. Campbell
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Young Children ◽  
Mathematics Curriculum ◽  
School Administrators ◽  
Mathematical Problem ◽  
Primary Grades ◽  
National Council ◽  
Primary Level ◽  
Addition And Subtraction

According to the National Council of Teachers of Mathematics (1980), the focus of school mathematics in the 1980s must be on problem solving. Furthermore, computation is to be a tool for problem solving. The importance of problem solving as a goal in mathematics education cannot be disputed; however, the de-emphasis of computation may cause fee lings of uneasiness for many primary-level teachers. These feeling can be accentuated by such statements as “Primary-level curricula contain practically no mathematical problem-olving experiences” (Greenes 1981). Where does this dilemma leave the typical primary-level teacher, given the existing primary mathematics curriculum and the demands from pa rents and school administrators that young children develop a mastery of addition and subtraction?

Rethinking the notion of the high-performing education system: A Daoist response

2021 ◽  
pp. 174549992098369
Author(s):  
Charlene Tan
Keyword(s):  
Education System ◽  
Large Scale ◽  
Alternative Interpretation ◽  
Educational Systems ◽  
Education Systems ◽  
High Performing ◽  
Mutual Learning ◽  
System A ◽  
High Performers ◽  
Major Implication

This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.

Latinx Youth's Experiences in the Ontario Education System: Race, Invisibility, and Capital

2021 ◽  
Vol 53 (1) ◽  
pp. 69-87
Author(s):  
Henry Parada ◽  
Veronica Escobar Olivo ◽  
Fabiola Limón Bravo
Keyword(s):  
Education System ◽  
Ontario Education

Indigenous Epistemologies of North America

Episteme ◽  
2021 ◽  
pp. 1-13
Author(s):  
Barry Allen
Keyword(s):  
North America ◽  
Traditional Ecological Knowledge ◽  
Interdisciplinary Research ◽  
The Other ◽  
Ecological Knowledge ◽  
Post Colonial ◽  
Indigenous Cultures ◽  
Indigenous Epistemologies ◽  
European Philosophy ◽  
The Difference

Abstract Indigenous cultures of North America confronted a problem of knowledge different from that of canonical European philosophy. The European problem is to identify and overcome obstacles to the perfection of knowledge as science, while the Indigenous problem is to conserve a legacy of practice fused with a territory. Complicating the difference is that one of these traditions violently colonized the other, and with colonization the Indigenous problem changes. The old problem of inter-generational stability cannot be separated from the post-colonial problem of sovereignty in the land where the knowledge makes sense. I differentiate the question of the value of knowledge (Part 1), and its content (Part 2). The qualities these epistemologies favor define what I call ceremonial knowledge, that is, knowledge that sustains a ceremonial community. The question of content considers the interdisciplinary research of Indigenous and Traditional Ecological Knowledge, as well as the issue of epistemic decolonization.

《臺灣蕃人事情》報告與日治初期官方原住民教育政策的形成

2020 ◽  
Vol 35 (35) ◽  
pp. 065-080
Author(s):  
張耀宗 張耀宗
Keyword(s):  
Indigenous Peoples ◽  
Education System ◽  
Indigenous Education ◽  
Early Period ◽  
Subsequent Development ◽  
Anthropological Perspective ◽  
Official Report ◽  
The Difference ◽  
Similarity And Difference ◽  
Appropriate Education

<p>本文主要目的在於從《臺灣蕃人事情》報告，來看日治初期官方原住民教育政策之形成。《臺灣蕃人事情》是民政部事務囑託伊能嘉矩和粟野傳之丞呈給民政長官後藤新平的覆命書，此覆命書係為實施蕃人教育預作準備。本書大部分內容由人類學調查所組成，可作為從人類學的角度看待教育的特殊視角。在蕃人教育措施準備上，覆命書中提及針對各族原住民「開化發達」的程度不同，給予適當之教育措施。對照日本總督府隨後原住民教育政策之發展，覆命書確實有其若合符節之處，也有差異之處。會有差異之處的原因，在於殖產部門所管轄的原住民區域，發展出與文教部門不同的原住民教育措施。</p> <p>&nbsp;</p><p>The main purpose of this article is to analyze the relation between the formation of the official indigenous education policy in the early period of Japanese colony and the report &ldquo;The History and Custom of Taiwan Indigenous Peoples &quot;. &ldquo;The History and Custom of Taiwan Indigenous Peoples &ldquo;was the official report for the Chief of the Civil Affairs, Goto Shinpei, by two officials of Department of Civil Affairs, Ino　Kanori and Suo Chuanji. The purpose of survey was the preparations for educating indigenous peoples. Most part of this report was based on field study, which could help to see education from an anthropological perspective. For establishing an education system for indigenous peoples, it divided to the different levels of civilization of each different ethnic group of indigenous peoples, and then gave each an appropriate education. Comparing the subsequent development of the indigenous education system that Taiwan Governor’s Office of Japanese initiated, it found there were some similarity and difference between the official report and the practical policy. The reason for the difference based on the development of indigenous educational policy that was different from the educational unit in the indigenous areas under the jurisdiction of the developmental department.</p> <p>&nbsp;</p>

The major educational policies, models and ideas that have influenced Botswana’s education system

2018 ◽  
Vol 17 (3) ◽  
pp. 370-382 ◽  
Author(s):  
Mompoloki Mmangaka Bagwasi
Keyword(s):  
Education System ◽  
Educational Policies ◽  
Education Systems ◽  
Colonial Era ◽  
Western Education ◽  
Educational Thinking

Botswana’s education system, like many other African systems, is greatly influenced by western educational ideas and models. This article reviews Botswana’s education system by examining the policies, models and ideas that have influenced its development. Specifically, the review involves tracing the development of the education system of Botswana from the pre-colonial era to the present and highlighting the educational ideas and models in use at each stage. Since most of the educational ideas are based on western models, the article seeks whatever Platonic underpinnings that might belie these ideas. This is because Plato is considered to be one of the greatest thinkers of all time whose ideas on education are pervasive. His ideas have influenced western education systems as well as modern intellectual and educational thinking.

A Role for Technology in Mathematics Education

1996 ◽  
Vol 178 (2) ◽  
pp. 15-32 ◽  
Author(s):  
Albert A. Cuoco ◽  
E. Paul Goldenberg
Keyword(s):  
Mathematics Education ◽  
Curriculum Change ◽  
Mathematics Curriculum ◽  
New Technology ◽  
Habits Of Mind ◽  
Mathematical Research ◽  
Mathematical Concepts ◽  
Mathematical Ideas ◽  
Mathematics Educators

New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.

scholarly journals Imperialismo en el siglo XXI

2016 ◽  
Vol 6 (10) ◽  
pp. 49-74
Author(s):  
John Smith ◽  
Keyword(s):  
North America ◽  
Low Income ◽  
Great Part ◽  
Low Income Countries ◽  
Capitalist Development ◽  
Neoliberal Globalization ◽  
The North ◽  
Foreign Labor ◽  
Economic Foundation ◽  
The Difference

The globalization of production and its spread to low-income countries is the most notable transformation of the neoliberal era. Its driving force is the efforts by companies in Europe, North America and Japan to cut costs and raise profits, replacing relatively well-paid domestic labor for cheaper foreign labor. The gap in global wages, in great part the result of the suppression of the free movement of labor, provides a distorted view of the global differences in the rate of exploitation (simply, the difference between the value generated by the workers and what they are paid) upon which profits, prosperity and social peace in Europe, North America and Japan are ever-more reliant. Thus, neoliberal globalization should be seen as a new imperialist stage in capitalist development, where «imperialism» is defined by its economic foundation: the exploitation of labor in the South by capitalists from the North.

scholarly journals COMPARISON OF PRESCHOOL EDUCATION SYSTEMS IN SOUTH KOREA AND TURKISH REPUBLIC OF NORTHERN CYPRUS

2020 ◽  
Vol 3 (2) ◽  
pp. 129-137
Author(s):  
Seral Özturan ◽  
Didem İşlek
Keyword(s):  
South Korea ◽  
Education System ◽  
Comparative Education ◽  
Preschool Education ◽  
Educational Status ◽  
School Education ◽  
Ministry Of Education ◽  
Education Systems ◽  
Turkish Republic ◽  
Northern Cyprus

In this study; It is aimed to compare the pre-school education systems in South Korea and Turkish Republic of Northern Cyprus comparatively. The horizontal and descriptive approach used in comparative education studies for this purpose were used together. Using document analysis in the research; Pre-school education objectives, similarities in education system and similarities in the education system, from the Ministry of Education of  South Korea and Turkish Republic of Northern Cyprus from the Ministry of Education, the laws of countries, official pre-school education reports, education systems, articles and online databases, data on differences, skills desired to be acquired in the curriculum and educational status of teachers working in preschool institutions were obtained.  

scholarly journals PREPARATORY GROUP-POSSIBILITY FOR IMPLEMENTING THE PRINCIPLE OF ADMINISTRATION IN THE EDUCATION PROCESS IN MATHEMATICS BETWEEN GG AND INITIAL STAGE

2019 ◽  
Vol 16 ◽  
Author(s):  
Maria Bozukova
Keyword(s):  
Mathematics Education ◽  
Education System ◽  
Way Of Life ◽  
Developmental Learning ◽  
Knowledge And Skills ◽  
Communication Development ◽  
Initial Stage ◽  
Technology And Communication ◽  
Sound Culture ◽  
Education Process

The new century is very different. On the basis of interdependence, humanity has a unique opportunity for industrial modernization, alongside the dynamics of technology and communication development, information entropy, the volcanic eruption of visual and sound culture. This necessitates modernization in the education system /digital competences, transversal skills and good continuity between different stages of education /, triggered by intense changes in technology and the way of life of modern children. In kindergarten and primary education, the foundations for developmental learning are laid, where knowledge and skills in mathematics education are to be acquired and communicated that are applicable in everyday life.

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