Tracing the Trajectory of Mathematics Teaching across Two Contrasting Educational Jurisdictions: A Comparison of Historical and Contemporary Influences

Autor/inn/en	Shaw, Stuart; Rushton, Nicky; Majewska, Dominika
Titel	Tracing the Trajectory of Mathematics Teaching across Two Contrasting Educational Jurisdictions: A Comparison of Historical and Contemporary Influences
Quelle	In: International Education Journal: Comparative Perspectives, 21 (2022) 1, S.41-60 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Educational Trends; Mathematics Instruction; Mathematics Education; Mathematics Curriculum; Teaching Methods; Foreign Countries; Comparative Education; Educational Development; Centralization; Administrative Organization; Educational History; Best Practices; Technology Uses in Education; United States; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Vergleichende Erziehungswissenschaft; Centralisation; Zentralisierung; History of education; Bildungsgeschichte; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; USA
Abstract	This paper seeks to identify significant trends in mathematics curricula and teaching approaches in two education systems: the United States (a highly decentralised education system) and England (a highly centralised education system), with focus on 16-to-19-year-olds. The paper adopts a two-fold perspective: an historical overview, and comparison of the areas of convergence and divergence across both education systems. The trajectory of mathematical development is expressed through timelines of core concepts and ideas which chronicle the sequence of events and philosophies that have shaped the development of mathematics teaching and learning. By tracing the trajectory of mathematics through history, the paper provides a greater awareness of how different factors influence how mathematics is taught across two disparate educational jurisdictions. The paper affords opportunities to reflect on and draw conclusions about what constitutes meaningful mathematics teaching and curriculum approaches for 21st century learner. (As Provided).
Anmerkungen	Oceania Comparative and International Education Society. Wellington, New Zealand. Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01