Curriculum Development in Mathematics

Abstract

In the mid- 1970s the curriculum development boom in mathematics was to end almost as rapidly as it had begun. In this book the authors, who come from countries with differing educational traditions and patterns, consider these developments in their historical, social and educational context. They give not only a descriptive account of developmental work in a variety of countries, its aims and the patterns of management utilised, but also attempt to identify trends and characteristics and thus provide a theoretical base for criticism and analysis. The reader will find numerous case studies, including extracts from such renowned authors as Bruner, Dieudonne and Piaget.

Teachers' and students' views and attitudes towards a new mathematics curriculum: A case study

“…In some cases they take account of criticism made; in others they decide to ignore the advice of the majority of respondents. This process may be regarded as a variant of the classical "top down" approach to educational innovation, in which those affected have no significant input (Howson, Keitel & Kilpatrick, 1981).…”

Geometria Activa Y Geometria De Las Transformaciones

“…La arenga de Dieudonné en el coloquio de Royaumont en 1959 había resonado en todo el mundo, y había tenido eco también en nuestra patria: "Muera Euclides!" (ver por ejemplo [6]; en español puede leerse el reciente libro de Angel Ruiz [13]). …”

The History of Base-Ten-Blocks: Why and Who Made Base-Ten-Blocks?

“…Before the era of the New Math Movement, teachers did not focus on teaching the basic concepts of mathematics to their students, because mathematics instruction had emphasized how to use math skills in daily life rather than understanding the basic concepts (Bester, 1953). In contrast, mathematics education in the era of the New Math Movement focused on systemic mathematical concepts with the precise and definitive terms and structure of mathematics (Howson, 1981). Although the New Math Movement did not guarantee success, the approaching structure of mathematical knowledge had changed basic concepts of teaching and learning mathematics (Bruner, 1971).…”