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Eastern European Mathematics Education in the Decades of Change

  • Book
  • © 2020

Overview

Editors:
  1. Alexander Karp

    1. Teachers College, Columbia University, New York, USA

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  • Presents the panorama of the developments in mathematics education during the period of political changes and reforms
  • Uniquely explores the question of how social and political changes influenced the development and condition of mathematics education in a the context of post-socialist Eastern Europe
  • Offers new perspectives on the history of Eastern European mathematics education to a broad audience of mathematics educators, practitioners, and educational and political historians

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Development of Mathematics Education in the Czech Republic (1989–2018): From a Search for Structure to Mathematical Literacy

    • Alena Hošpesová, Jarmila Novotná
    Pages 1-44

  3. Traditions and Changes in the Teaching and Learning of Mathematics in Germany

    • Regina Bruder
    Pages 45-74

  4. The Traditions and Contemporary Characteristics of Mathematics Education in Hungary in the Post-Socialist Era

    • János Gordon Győri, Katalin Fried, Gabriella Köves, Vera Oláh, Józsefné Pálfalvi
    Pages 75-129

  5. Changes in Polish School Mathematics Education in the Years 1989–2019

    • Marcin Karpiński, Ewa Swoboda, Małgorzata Zambrowska
    Pages 131-171

  6. Russian Mathematics Education After 1991

    • Alexander Karp
    Pages 173-227

  7. Ukraine: School Mathematics Education in the Last 30 Years

    • Vasyl O. Shvets, Valentyna G. Bevz, Oleksandr V. Shkolnyi, Olha I. Matiash
    Pages 229-274

  8. In Lieu of a Conclusion

    • Alexander Karp
    Pages 275-290

  9. Back Matter

    Pages 291-305
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Keywords

About this book

This contributed volume is devoted to the recent history and evolution of mathematics education in Eastern Europe, exploring how it was influenced by social and political changes in this part of the world. Despite the broad recognition of the importance of these changes, little scholarship exists that examines the ways in which they were followed by changes in the teaching of mathematics in the post-socialist countries. Indeed, the analyzed processes are complex and vary across the states. Accordingly, this book touches on many factors--including differences in cultures and traditions – that find expression in the teaching of mathematics. 
Specifically, this volume seeks to explore what changes there were in education in general and in the position of mathematics in school education in these years, and how these changes may be explained and documented; what changes there were in the content of mathematics education and its assessment, and how were they motivated andadopted; what new textbooks appeared and what new methodological ideas were offered in them; how and why mathematics teacher education and/or professional development changed; what was the role (if any) of foreign influences on mathematics education, etc.
The book will be of interest to both researchers in mathematics education and practitioners-teachers, as well as a broader audience of historians and educators exploring the political aspects of education.

Reviews

“Such transparency presents the book as a valuable resource for other communities that strive to improve their educational systems. The volume is vibrant with references to official government documents that further support its high validity. … Another area of research could include the students and their responses to diverse learning methods offered.” (Andrzej Sokolowski, MAA Reviews, December 26, 2021)

Editors and Affiliations

  • Teachers College, Columbia University, New York, USA

    Alexander Karp

About the editor

Alexander Karp is a professor of mathematics education at Teachers College, Columbia University. He received his Ph.D. in mathematics education from Herzen Pedagogical University in St. Petersburg, Russia, and also holds a degree from the same university in history and education. Currently, his scholarly interests span several areas, including the history of mathematics education, gifted education, mathematics teacher education, and mathematical problem solving. He served as  the managing editor of the International Journal for the History of Mathematics Education and is the author or editor of over one hundred publications, including over thirty books.

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