A comparative analysis of national curricula relating to fractions in England and Taiwan.

Autor/inn/en	Li, Hui-Chuan; Chang, Yan-Shing
Titel	A comparative analysis of national curricula relating to fractions in England and Taiwan.
Quelle	Aus: Jones, Keith (Hrsg.): Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton: University of Southampton (2014) S. 297-302 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 301-302
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-85432-984-7; 978-0-85432-985-4
Schlagwörter	Bruchrechnung; England; Taiwan; Grundschule; Lehrplan; Mathematikunterricht; Sekundarstufe I; Grundschule; Lehrplan; Geschichte (Histor); Bruchrechnung; Mathematikunterricht; Online-Publikation; England; Taiwan
Abstract	The importance of a working knowledge of fractions in mathematics learning, coupled with the difficulties that pupils have with learning fractions, have prompted researchers to focus on this area of mathematics teaching. Research has reported that Taiwanese pupils show greater fluency in operations with fractions than their British peers. In view of the impact of the mathematics curriculum on a pupil's opportunity to learn mathematics, this paper explores and presents findings on what can be learned from an analysis of respective curricula in England and Taiwan. Specifically, fractions-related content as presented in the national curricula in England from 1999 to 2013 is compared with that of the "Grade 1-9 curriculum" in Taiwan as published in 2003 and implemented from 2005 to the present. The analysis of the 1999 and 2007 national curricula in England, and of the "Grade 1-9 curriculum" in Taiwan with respect to fractions shows that Taiwanese pupils begin to learn fractions addition at age 8, and learn the other three operations on fractions by age 12 (the end of primary education), while all four operations with fractions are not introduced to pupils in England until age 12. Taiwan's curriculum also emphasises proficiency in computing with fractions by the end of primary education. The new 2013 curriculum in England relating to fractions shows some important changes. For example, pupils will start to learn fractions calculations from age 7. The implications of the results from this study on mathematics textbook development and research are discussed.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1