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Mathematics Curriculum Reforms Around the World

The 24th ICMI Study

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  • Open Access
  • © 2023

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Overview

Editors:
  1. Yoshinori Shimizu

    1. Faculty of Human Sciences, University of Tsukuba, Tsukuba, Japan

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    You can also search for this editor in PubMed   Google Scholar

  2. Renuka Vithal

    1. Faculty of Education, University of Fort Hare, Alice, South Africa

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    You can also search for this editor in PubMed   Google Scholar

  • Produced through a comprehensive international study involving leading academics and designers in the field
  • Provides a global perspective on school mathematics’ curriculum reforms past, present and future
  • Captures key ideas and practices in and about mathematics curriculum reforms across different contexts
  • This is an Open Access publication which can be downloaded for free

Part of the book series: New ICMI Study Series (NISS)

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Table of contents (38 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Introduction to ICMI Study 24

    1. Front Matter

      Pages 1-1
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    2. School Mathematics Curriculum Reforms: Widespread Practice But Under-Researched in Mathematics Education

      • Yoshinori Shimizu, Renuka Vithal
      Pages 3-21Open Access
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    3. School Mathematics: A Bipolar Subject

      • Jeremy Kilpatrick
      Pages 23-35Open Access
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  3. Theme A – Learning from the Past: Driving Forces and Barriers Shaping Mathematics Curriculum Reforms

    1. Front Matter

      Pages 37-37
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    2. Introduction

      • Marianna Bosch, Niamh O’Meara
      Pages 39-47Open Access
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    3. International Co-operation and Influential Reforms

      • Katalin Gosztonyi, Marja van den Heuvel-Panhuizen, Naomichi Makinae, Shizumi Shimizu, Marc van Zanten
      Pages 49-66Open Access
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    4. Learning from the Past: Case Studies of Past ‘Local’ Curriculum Reforms

      • Niamh O’Meara, Jasmina Milinkovic
      Pages 67-85Open Access
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    5. The Role of Values and Culture in Past Mathematics Curriculum Reforms

      • Maria G. Bartolini Bussi, Jasmina Milinkovic, Zahra Gooya
      Pages 87-99Open Access
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    6. Curriculum Reforms and the Construction of the Knowledge to Be Taught

      • Marianna Bosch, Thu-Huong Vu-Nhu, Dyana Wijayanti
      Pages 101-111Open Access
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    7. Conclusion Final Considerations: Driving Forces and Barriers Affecting Curriculum Reforms

      • Marianna Bosch, Niamh O’Meara
      Pages 113-115Open Access
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  4. Theme B – Analysing School Mathematics Curriculum Reforms for Coherence and Relevance

    1. Front Matter

      Pages 117-117
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    2. Introduction

      • Will Morony
      Pages 119-125Open Access
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    3. Coherence in a Range of Mathematics Curriculum Reforms

      • Will Morony
      Pages 127-150Open Access
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    4. Coherence and Relevance Relating to Mathematics and Other Disciplines

      • Simon Modeste, Joaquín Giménez, José Luis Lupiáñez Gómez, Jaime Carvalho e Silva, Thi Nga Nguyen
      Pages 151-172Open Access
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    5. Coherence and Relevance of Materials and Technologies to Support Mathematics Curriculum Reforms

      • Jennie Golding
      Pages 173-191Open Access
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    6. What Theories and Methodologies Are Appropriate for Studying Phenomena Related to Mathematics Curriculum Reforms?

      • Berta Barquero, Britta Eyrich Jessen, Juan Francisco Ruiz-Hidalgo, Jennie Golding
      Pages 193-217Open Access
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    7. Conclusion Achieving Coherence and Relevance in Mathematics Curriculum Reforms: Some Guiding Principles

      • Will Morony
      Pages 219-221Open Access
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  5. Theme C – Implementation of Reformed Mathematics Curricula Within and Across Different Contexts and Traditions

    1. Front Matter

      Pages 223-223
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    2. Introduction

      • Angel Ruiz
      Pages 225-229Open Access
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Keywords

About this book

This Open Access volume by the International Commission on Mathematical Instruction (ICMI) is an outcome of the ICMI Study 24 and gives a status-quo of school mathematics reform around the world and what we can learn from this movement. Each theme and section of the book offers descriptions and analyses of multiple case studies in different countries and contexts, along with opportunities to compare, contrast and learn from these diverse experiences.

The volume provides a synthesis and meta-analysis of the different historical, geographical and global aspects of school mathematics reforms and explores in which way curricula are elaborated, proposed, changed, and reorganized. It offers a more informed and comprehensive analysis of the roles of different actors and of the many aspects influencing and shaping mathematics curriculum reforms that are taking or have taken place. It also explores the possibilities and means to tackle a curricular reform in the current scenario we livein and how to unfold future developments.

This book will be of interest to practitioners and scholars with an interest in school mathematics curriculum reforms. It will also be a useful resource to those involved in school mathematics curriculum reform initiatives by providing current information about the curriculum changes that are taking place in respect of content, teacher education, educational materials, and a range of implementation challenges across diverse contexts.

Editors and Affiliations

  • Faculty of Human Sciences, University of Tsukuba, Tsukuba, Japan

    Yoshinori Shimizu

  • Faculty of Education, University of Fort Hare, Alice, South Africa

    Renuka Vithal

About the editors

​Professor Yoshinori Shimizu, Ph. D, is a mathematics educator who works at Graduate School of Comprehensive Human Sciences of University of Tsukuba, one of the major research institutions in Japan. He finished his Ph.D in Mathematics Education at Doctoral Program in Education, University of Tsukuba. He has been working at institutions such asTokyo Gakugei University, Indiana University (USA) as visiting scholar, and University of Tsukuba He was a member of Mathematics Expert Group (MEG) for OECD/PISA 2003, 2006, 2009. He was a consultant for 1995 TIMSS Videotape Classroom Study. He is one of the founders of Learner’s Perspective Study (LPS), a sixteen countries comparative study on mathematics classrooms and has been the Japanese team leader of the project. He was a member of the International Committee of the International Group for the Psychology of Mathematics Education (2005-2009). He is the vice president of Japan Society of Mathematical Education. He was the co-chair forthe ICMI Study 24 conference held in November 2018 in Tsukuba, Japan.

Professor Renuka Vithal is the former Deputy Vice-Chancellor for Teaching and Learning, Dean of Education and Professor of Mathematics Education of the University of KwaZulu-Natal; and is currently Deputy Vice-Chancellor for Academic Affairs at Fort Hare Univeristy. She is also a member of the Board of Trustees of CASME.
Professor Vithal obtained her MPhil in mathematical education from the University of Cambridge in the United Kingdom and her doctoral degree in natural sciences from Aalborg University in Denmark. She began her career as a mathematics teacher and proceeded to work for institutions such as the University of Durban Westville and University of KwaZulu-Natal where she attained full professorship in mathematics education. She is recognised internationally as a scholar in the social, cultural and political dimensions of mathematics education.



Bibliographic Information

  • Book Title: Mathematics Curriculum Reforms Around the World

  • Book Subtitle: The 24th ICMI Study

  • Editors: Yoshinori Shimizu, Renuka Vithal

  • Series Title: New ICMI Study Series

  • DOI: https://doi.org/10.1007/978-3-031-13548-4

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2023

  • Hardcover ISBN: 978-3-031-13547-7Published: 29 June 2023

  • eBook ISBN: 978-3-031-13548-4Published: 28 June 2023

  • Series ISSN: 1387-6872

  • Series E-ISSN: 2215-1745

  • Edition Number: 1

  • Number of Pages: XVII, 584

  • Number of Illustrations: 1 b/w illustrations

  • Topics: Mathematics Education, Curriculum Studies, International and Comparative Education, Mathematics, general

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