Mathematics Education in Different Cultural Traditions-A Comparative Study of East Asia and the West The 13th ICMI Study /

In recent years there has been an upsurge of interest concerning international comparisons of mathematics education, stimulated in part by large-scale studies such as TIMSS and PISA. However, many educators have felt that the analysis of such comparisons requires a deep understanding of the underlyi...

Πλήρης περιγραφή

Λεπτομέρειες βιβλιογραφικής εγγραφής
Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
Άλλοι συγγραφείς: Leung, Frederick K. S. (Επιμελητής έκδοσης), Graf, Klaus-D (Επιμελητής έκδοσης), Lopez-Real, Francis J. (Επιμελητής έκδοσης)
Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
Γλώσσα:English
Έκδοση: Boston, MA : Springer US, 2006.
Σειρά:New ICMI Study Series, 9
Θέματα:
Διαθέσιμο Online:Full Text via HEAL-Link
Πίνακας περιεχομένων:
  • Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West
  • Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West
  • Research on Affect in Mathematics Education: A Reconceptualisation
  • Mathematics Education in East Asia and the West: Does Culture Matter?
  • Context of Mathematical Education
  • A Traditional Aspect of Mathematics Education in Japan
  • From Wasan to Yozan
  • Perceptions of Mathematics and Mathematics Education in the Course of History - A Review of Western Perspectives
  • Historical Topics as Indicators for the Existence of Fundamentals in Educational Mathematics
  • From “Entering the Way” to “Exiting the Way”: In Search of a Bridge to Span “Basic Skills” and “Process Abilities”
  • Practice Makes Perfect: A Key Belief in China
  • The Origins of Pupils’ Awareness of Teachers’ Mathematics Pedagogical Values: Confucianism and Buddhism - Driven
  • Curriculum
  • Some Comparative Studies between French and Vietnamese Curricula
  • An Overview of the Mathematics Curricula in the West and East
  • Classification and Framing of Mathematical Knowledge in Hong Kong, Mainland China, Singapore, and the United States
  • Comparative Study of Arithmetic Problems in Singaporean and American Mathematics Textbooks
  • A Comparative Study of the Mathematics Textbooks of China, England, Japan, Korea, and the United States
  • A Comparison of Mathematics Performance Between East and West: What PISA and TIMSS Can Tell Us
  • Case Studies on Mathematics Assessment Practices in Australian and Chinese Primary Schools
  • Philippine Perspective on the ICMI Comparative Study
  • Teaching and Learning
  • The TIMSS 1995 and 1999 Video Studies
  • Proposal for a Framework to Analyse Mathematics Education in Eastern and Western Traditions
  • Cultural Diversity and the Learner’s Perspective: Attending to Voice and Context
  • Mathematics Education in China: From a Cultural Perspective
  • Mathematics Education and Information and Communication Technologies
  • Cultural Awareness Arising from Internet Communication between Japanese and Australian Classrooms
  • The International Distance Learning Activities of HSARUC
  • Distance Learning between Japanese and German Classrooms
  • Values and Beliefs
  • Comparing Primary and Secondary Mathematics Teachers’ Beliefs about Mathematics, Mathematics Learning and Mathematics Teaching in Hong Kong and Australia
  • The Impact of Cultural Differences on Middle School Mathematics Teachers’ Beliefs in the U.S. and China
  • U.S. and Chinese Teachers’ Cultural Values of Representations in Mathematics Education
  • A Comparison of Mathematical Values Conveyed in Mathematics Textbooks in China and Australia
  • Values and Classroom Interaction: Students’ Struggle for Sense Making
  • Trip for the Body, Expedition for the Soul: An Exploratory Survey of Two East Asian Teachers of Mathematics in Australia
  • Conceptualising Pedagogical Values and Identities in Teacher Development
  • Outlook and Conclusions
  • Elements of a Semiotic Analysis of the Secondary Level Classroom in Japan
  • Other Conventions in Mathematics and Mathematics Education
  • What Comes After This Comparative Study — More Competitions or More Collaborations?.