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Palgrave Macmillan

Transnational Synergies in School Mathematics and Science Debates

  • Book
  • © 2019

Overview

Authors:
  1. Roger Openshaw

    1. Institute of Education, Massey University, Palmerston North, New Zealand

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  2. Margaret Walshaw

    1. Institute of Education, Massey University, Palmerston North, New Zealand

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    You can also search for this author in PubMed   Google Scholar

  • Questions why international attitudes suggest there is a crisis in maths and science curricula
  • Explores why there is a perceived underachievement in mathematics and science rather than a shortfall in music, social studies, art or physical education standards
  • Interrogates how debates on curricula develop and drive a policy agenda

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-x
    Download chapter PDF

  2. Introducing Transnational Synergies in School Mathematics and Science

    • Roger Openshaw, Margaret Walshaw
    Pages 1-18

  3. Interrogating Equity and Excellence

    • Roger Openshaw, Margaret Walshaw
    Pages 19-33

  4. Mathematics and Science Equity of the Interwar Years

    • Roger Openshaw, Margaret Walshaw
    Pages 35-54

  5. The Rise and Fall of P.S.S.C. Physics

    • Roger Openshaw, Margaret Walshaw
    Pages 55-76

  6. The Ascent of the “New Maths,” 1957–1970

    • Roger Openshaw, Margaret Walshaw
    Pages 77-94

  7. Repurposing Mathematics and Science

    • Roger Openshaw, Margaret Walshaw
    Pages 95-113

  8. Major Overhauls of the Education System

    • Roger Openshaw, Margaret Walshaw
    Pages 115-134

  9. Unpacking Curricula and Standards

    • Roger Openshaw, Margaret Walshaw
    Pages 135-154

  10. Ramping Up Accountability

    • Roger Openshaw, Margaret Walshaw
    Pages 155-173

  11. Looking Back and Looking Forward

    • Roger Openshaw, Margaret Walshaw
    Pages 175-188

  12. Back Matter

    Pages 189-206
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Keywords

About this book

This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived ‘crisis’ been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates. 

Reviews

“It is rich enough in unpublished scholarly content to interest educational specialists while remaining accessible to a wider readership including mathematicians and scientists but also, hopefully, policymakers.” (Frédéric Morneau-Guérin, MAA Reviews, March 8, 2020)

Authors and Affiliations

  • Institute of Education, Massey University, Palmerston North, New Zealand

    Roger Openshaw, Margaret Walshaw

About the authors

Roger Openshaw is Professor Emeritus at Massey University, New Zealand. 


Margaret Walshaw is Professor Emerita at Massey University, New Zealand.


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