A First Exploration to Understand Mathematics Curricula Implementation: Results, Limitations and Successes

Angel Ruiz*, Mogens Niss, Michèle Artigue, Yiming Cao, Enriqueta Reston

*Corresponding author

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

Abstract

This chapter is a first approach to the subject of curricular implementation based on experiences in Denmark, France, Wallonia-Brussels Federation, the Philippines, China, Tunisia and Quebec (Canada). It offers elements that will allow an exploration of some criteria to understand curriculum change, its implementation, positive or negative results, limitations and successes. In particular, two conceptual or theoretical frameworks are used that, on the one hand, consign six components-vectors that intervene in every curriculum in general (design and implementation); as well as, on the other hand, an ‘ecological’ perspective (associated to the French School of Didactics of Mathematics) that uses more general categories to place the processes of the teaching-learning of mathematics.

OriginalsprogEngelsk
TitelNew ICMI Study Series
Antal sider30
ForlagSpringer Science+Business Media
Publikationsdato2023
Sider231-260
DOI
StatusUdgivet - 2023
NavnNew ICMI Study Series
Vol/bindPart F776
ISSN1387-6872

Bibliografisk note

Within this chapter Mogens Allan Niss should be credited solely for the part: National and International Curricular Use of the Competency-Based Danish “KOM” Project, page 232-240

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