ABSTRACT
At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum?
Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.
TABLE OF CONTENTS
part Section One|70 pages
What Is Mathematics and What Is It For?
part Section Two|96 pages
Curriculum and Classrooms for the Future
chapter Chapter 7|14 pages
General Mathematical Competence: A New Way of Describing and Assessing a Mathematics Curriculum
chapter Chapter 12|16 pages
The Mathematics of Change and Variation from a Millennial Perspective: New Content, New Context
part Section Three|46 pages
Thinking about Change
chapter Chapter 14|11 pages
Glimpses of the Past, Images of the Future: Moving from 20th to 21st Century Mathematics Education
chapter Chapter 16|14 pages
Reconstructing Professional Judgment in Mathematics Education: From Good Practice to Warranted Practice
part Section Four|31 pages
Learning from the Pacific Rim