Rethinking the Mathematics Curriculum explores maths curricula around the world, and the differences in expectation, culture and politics that form them.
Rethinking the Mathematics Curriculum explores maths curricula around the world, and the differences in expectation, culture and politics that form them.
Edited by Celia Hoyles, Candia Morgan, Geoffrey Woodhouse
Inhaltsangabe
Introduction Section One: What Is Mathematics and What Is It For? Chapter 1 Being Mathematically Educated in the 21st Century: What Should It Mean? Chapter 2 Industrial Applied Mathematics Is Changing As Technology Advances: What Skills Does Mathematics Education Need to Provide? Chapter 3 Following Mathematical Practices in Design-oriented Work Chapter 4 Mathematizing in Practice Chapter 5 Mathematics Provides Tools for Thinking and Communicating Section Two: Curriculum and Classrooms for the Future Chapter 6 One Mathematics for All? Chapter 7 General Mathematical Competence: A New Way of Describing and Assessing a Mathematics Curriculum Chapter 8 Maximizing Energy in the Learning of Mathematics Chapter 9 Modelling for the New Millennium Chapter 10 Mathematics and Scientific Literacy Chapter 11 Mathematics Laboratories for Science Undergraduates Chapter 12 The Mathematics of Change and Variation from a Millennial Perspective: New Content, New Context Section Three: Thinking about Change Chapter 13 Fudge and Fiddlesticks: A Century After Chapter 14 Glimpses of the Past, Images of the Future: Moving from 20th to 21st Century Mathematics Education Chapter 15 Training Today the Teacher of Tomorrow Chapter 16 Reconstructing Professional Judgment in Mathematics Education: From Good Practice to Warranted Practice Section Four: Learning from the Pacific Rim Chapter 17 New Goals and Directions for Mathematics Education in Korea Chapter 18 EXAM MATHS Re-examined Chapter 19 The Traditional Chinese Views of Mathematics and Education: Implications for Mathematics Education in the New Millennium
Introduction Section One: What Is Mathematics and What Is It For? Chapter 1 Being Mathematically Educated in the 21st Century: What Should It Mean? Chapter 2 Industrial Applied Mathematics Is Changing As Technology Advances: What Skills Does Mathematics Education Need to Provide? Chapter 3 Following Mathematical Practices in Design-oriented Work Chapter 4 Mathematizing in Practice Chapter 5 Mathematics Provides Tools for Thinking and Communicating Section Two: Curriculum and Classrooms for the Future Chapter 6 One Mathematics for All? Chapter 7 General Mathematical Competence: A New Way of Describing and Assessing a Mathematics Curriculum Chapter 8 Maximizing Energy in the Learning of Mathematics Chapter 9 Modelling for the New Millennium Chapter 10 Mathematics and Scientific Literacy Chapter 11 Mathematics Laboratories for Science Undergraduates Chapter 12 The Mathematics of Change and Variation from a Millennial Perspective: New Content, New Context Section Three: Thinking about Change Chapter 13 Fudge and Fiddlesticks: A Century After Chapter 14 Glimpses of the Past, Images of the Future: Moving from 20th to 21st Century Mathematics Education Chapter 15 Training Today the Teacher of Tomorrow Chapter 16 Reconstructing Professional Judgment in Mathematics Education: From Good Practice to Warranted Practice Section Four: Learning from the Pacific Rim Chapter 17 New Goals and Directions for Mathematics Education in Korea Chapter 18 EXAM MATHS Re-examined Chapter 19 The Traditional Chinese Views of Mathematics and Education: Implications for Mathematics Education in the New Millennium
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