By M. A. Ken Clements, Alan Bishop, Christine Keitel-Kreidt, Jeremy Kilpatrick, Frederick Koon-Shing Leung
The 4 sections during this 3rd foreign guide are fascinated about: (a) social, political and cultural dimensions in arithmetic schooling; (b) arithmetic schooling as a box of analysis; (c) know-how within the arithmetic curriculum; and (d) foreign views on arithmetic schooling. those topics are taken up by way of eighty four internationally-recognized students, dependent in 26 diverse countries. each one of part is based at the foundation of earlier, current and destiny features. the 1st bankruptcy in a bit presents old views (“How did we get to the place we're now?”); the center chapters in a piece research present-day key matters and subject matters (“Where are we now, and what contemporary occasions were specially significant?”); and the ultimate bankruptcy in a bit displays on coverage issues (“Where are we going, and what should still we do?”). Readership: lecturers, arithmetic educators, ed.policy makers, mathematicians, graduate scholars, undergraduate scholars. huge set of authoritative, overseas authors.
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Extra resources for Third International Handbook of Mathematics Education
References Abu Zahari bin Abu Bakar (1977). Ed thesis). University of Sheffield. Arifin, A. (1984). Universal mathematics education and its conditions in social interaction. In P. Damerov, M. E. Dunkley, B. F. Nebres, & B. ), Mathematics for all: Problems of cultural sensitivity and unequal distribution of mathematical education and future prospective on mathematics teaching for the majority (pp. 36–39). Paris, France: UNESCO. , & Ellerton, N. F. (1996). Critical issues in the distance teaching of mathematics and mathematics education.
According to Torres (1996), it is paradoxical that the global crusade to universalize basic education and to improve its quality coincided “with a notorious and global deterioration of teaching and of teachers’ conditions,” which in turn led to a “massive exodus of qualified and experienced teachers” (p. 14). It should not be imagined, however, that the quality-of-teaching factor was the only impediment to the achievement of basic mathematics for all. According to Schmidt et al. (2010–2011), the relatively poor mean scores of US students on the International Education Association’s SIMS (Second International Mathematics Study) and TIMSS tests resulted not only from low-standard intended and implemented curricula, but also from other factors such as poverty, housing, and access to curriculum materials.
300) Until 1900, most people who studied mathematics did so mainly in primary, or elementary, schools. During the 20th century, however, there was an explosion in secondary and technical school enrolments, and in the numbers of adults attending mathematics classes. It was inevitable that the question of what mathematics was most needed in such programs would be raised. Zoltan Dienes and Abstract Mathematics for All During the 20th century the idea that almost all children could profitably follow the same mathematics curriculum was put forward from time to time.