1,499
Views
25
CrossRef citations to date
0
Altmetric
Articles

Curricular orientations to real-world contexts in mathematics

&
Pages 24-45 | Received 26 Oct 2015, Accepted 05 Jan 2016, Published online: 21 Mar 2016

References

  • Amadio, A., Tedesco, J.C., & Opertti, R. (2015). The curriculum in debates and in educational reforms to 2030: For a curriculum agenda of the twenty-first century. IBE Working Papers on Curriculum Issues No. 15. Geneva: UNESCO-IBE.
  • Archer, L., & Francis, B. (2005). They never go off the rails like other groups: Teachers' constructions of British-Chinese pupils' gender identities and approaches to learning. British Journal of Sociology of Education, 26(2), 165–182.
  • Bradbury, A. (2013). From model minorities to disposable models: The de-legitimisation of educational success through discourses of authenticity. Discourse: Studies in the Cultural Politics of Education, 34(4), 548–561.
  • Bramall, S., & White, J. (Eds.). (2000). Why learn maths? London: Institute of Education, University of London.
  • Broadfoot, P.M. (1996). Education, assessment and society. Buckingham: Open University Press.
  • Brochu, P., Chuy, M., Deussing, M.-A., Houme, K.P., & Council of Ministers of Education (Canada). (2014). Measuring up, Canadian results of the OECD PISA study: The performance of Canada's youth in mathematics, reading and science: 2012first results for Canadians aged 15. Toronto: Council of Ministers of Education, Canada.
  • Carlson, M., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. (2002). Applying covariational reasoning while modeling dynamic events: A framework and a study. Journal for Research in Mathematics Education, 33(5), 352–378. Retrieved from http://doi.org/10.2307/4149958
  • Cooper, B., & Dunne, M. (2000). Assessing children's mathematical knowledge: Social class, sex and problem-solving. Buckingham: Open University Press.
  • de Lange, J. (1995). Assessment: No change without problems. In T.A. Romberg (Ed.), Reform in school mathematics and authentic assessment (pp. 87–172). New York, NY: SUNY Press.
  • Dowling, P. (1998). The sociology of mathematics education: Mathematical myths/ pedagogic texts. London: Falmer Press.
  • Ernest, P. (1991). The philosophy of mathematics education. London: Falmer Press.
  • Galbraith, P.L., Henn, H.-W., & Niss, M. (Eds.). (2007). Modelling and applications in mathematics education: The 14th ICMI study. Dordrecht: Springer.
  • Gellert, U., & Jablonka, E. (2009). ‘I am not talking about reality’: Word problems and the intricacies of producing legitimate text. In L. Verschaffel, B. Greer, & W. van Dooren (Eds.), Words and worlds: Modelling verbal descriptions of situations (pp. 39–53). Dordrecht: Sense Publishers.
  • Gerofsky, S. (2006). Simulation, reality and mathematical word problems. For The Learning of Mathematics, 26(2), 30–32.
  • Hodgen, J., Marks, R., & Pepper, D. (2013). Towards universal participation in post-16 mathematics: Lessons from high-performing countries. London: Nuffield Foundation.
  • Hoyles, C., Noss, R., & Pozzi, S. (2002). Proportional reasoning in nursing practice. Journal for Research in Mathematics Education, 32(1), 4–27.
  • Huckstep, P. (2000). Mathematics as a vehicle for ‘mental training’. In S. Bramall & J. White (Eds.), Why learn maths? London: Institute of Education University of London.
  • Kanes, C., Morgan, C., & Tsatsaroni, A. (2014). The PISA mathematics regime: Knowledge structures and practices of the self. Educational Studies in Mathematics, 87(2), 145–165.
  • Keitel, C. (2006). Perceptions of mathematics and mathematics education in the course of history – a review of Western perspectives. In F.K.S. Leung, K.-D. Graf & F.J. Lopez-Real (Eds.), Mathematics education in different cultural traditions-A comparative study of east Asia and the West (pp. 81–94). New York, NY: Springer.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Leaton Gray, S. (2004). Defining the future: An interrogation of education and time. British Journal of Sociology of Education, 25(3), 323–340.
  • Lee, J.-K. (1998). A study of the reform of mathematics education for the upper secondary school in Japan. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 2(1), 5–12.
  • Leung, K.-C., Leung, F.K.S., & Zuo, H. (2014). A study of the alignment of learning targets and assessment to generic skills in the new senior secondary mathematics curriculum in Hong Kong. Studies in Educational Evaluation, 43, 115–132.
  • Li, Y., & Ginsburg, M.B. (2006). Classification and framing of mathematical knowledge in Hong Kong, Mainland China, Singapore, and the United States. In F.K.S. Leung, K.-D. Graf, & F.J. Lopez-Real (Eds.), Mathematics education in different cultural traditions – a comparative study of East Asia and the West (pp. 195–211). New York, NY: Springer.
  • Lim, C.S. (2007). Characteristics of mathematics teaching in Shanghai, China: Through the lens of a Malaysian. Mathematics Education Research Journal, 19(1), 77–88.
  • Lowrie, T. (2011). ‘If this was real’: Tensions between using genuine artefacts and collaborative learning in mathematics tasks. Research in Mathematics Education, 13(1), 1–16.
  • National College for Teaching and Leadership. (2014). Report on International Maths Research Programme China 2014. Nottingham: Author.
  • Nesher, P., & Teubal, E. (1975). Verbal cues as an interfering factor in verbal problem solving. Educational Studies in Mathematics, 6(1), 41–51.
  • Newman, F.M., Smith, B., Allensworth, E., & Bryk, A.S. (2001). Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297–321.
  • Norris, E. (2012). Solving the maths problem: International perspectives on mathematics education. London: RSA.
  • Nunes, T., Schliemann, A.D., & Carraher, D.W. (1993). Street mathematics and school mathematics. Cambridge: Cambridge University Press.
  • OECD. (2013). PISA 2012 Assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. Paris: OECD Publishing.
  • Pepper, D. (2011). Assessing key competences across the curriculum – and Europe. European Journal of Education, 46(3), 335–353.
  • Polikoff, M.S., Porter, A.C., & Smithson, J. (2011). How well aligned are state assessments of student achievement with state content standards? American Educational Research Journal, 48(4), 965–995. doi:10.3102/0002831211410684
  • Pons, X. (2012). Going beyond the ‘PISA shock’ discourse: An analysis of the cognitive reception of PISA in six European countries, 2001-2008. European Educational Research Journal, 11(2), 206–226.
  • Schmidt, W. (2013, April). Mathematics Standards of PISA Countries. Paper presented at the 21st Century Mathematics conference of Center for Curriculum Redesign, Stockholm, Sweden.
  • Schmidt, W.H., & Prawat, R.S. (2006). Curriculum coherence and national control of education: Issue or non‐issue? Journal of Curriculum Studies, 38(6), 641–658.
  • Schmidt, W., & Survey of Mathematics and Science Opportunities. (1996). Characterizing pedagogical flow: An investigation of mathematics and science teaching in six countries. Dordrecht: Kluwer Academic Publishers.
  • Schoenfeld, A. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
  • Stillman, G.A., Blum, W., & Salett Biembengut, M. (Eds.). (2015). Mathematical modelling in education research and practice cultural, social and cognitive influences. Dordrecht: Springer.
  • Sutherland, R. (2002). A comparative study of algebra curricula. London: QCA.
  • Tedesco, J.C., Opertti, R., & Amadio, M. (2013). The curriculum debate: Why it is important today. IBE Working Papers on Curriculum Issues No. 10. Geneva: UNESCO-IBE.
  • Thompson, P. (1994). Images of rate and operational understanding of the fundamental theorem of calculus. Educational Studies in Mathematics, 26(2–3), 229–274.
  • Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 521–525). Dordrecht: Springer. Retrieved from http://dx.doi.org/10.1007/978-94-007-4978-8_170 doi:10.1007/978-94-007-4978-8_170
  • Wang, Y., Bian, Y., Xin, T., Kher, N., Houang, R.T., & Schmidt, W.H. (2012). Examination of mathematics intended curriculum in China from an international perspective. US-China Education Review B, p. 150.
  • Wu, M., & Zhang, D. (2006). An overview of the mathematics curricula in the West and East. In F.K.S. Leung, K.-D. Graf, & F.J. Lopez-Real (Eds.), Mathematics education in different cultural traditions – a comparative study of East Asia and the West (pp. 181–193). New York, NY: Springer.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.