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Mathematics Curriculum in School Education

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Cover of 'Mathematics Curriculum in School Education'

Table of Contents

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    Book Overview
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    Chapter 1 Mathematics Curriculum in School Education: Advancing Research and Practice from an International Perspective
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    Chapter 2 Curriculum Design and Systemic Change
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    Chapter 3 Mathematics Curriculum Policies and Practices in the U.S.: The Common Core State Standards Initiative
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    Chapter 4 Reflections on Curricular Change
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    Chapter 5 Mathematics Curriculum Policies: A Framework with Case Studies from Japan, Korea, and Singapore
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    Chapter 6 Decision Making in the Mathematics Curricula among the Chinese Mainland, Hong Kong, and Taiwan
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    Chapter 7 Potential Impact of the Common Core Mathematics Standards on the American Curriculum
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    Chapter 8 Brief Considerations on Educational Directives and Public Policies in Brazil Regarding Mathematics Education
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    Chapter 9 The Australian Curriculum: Mathematics —How Did it Come About? What Challenges Does it Present for Teachers and for the Teaching of Mathematics?
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    Chapter 10 Three Pillars of First Grade Mathematics, and Beyond
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    Chapter 11 Forging New Opportunities for Problem Solving in Australian Mathematics Classrooms through the First National Mathematics Curriculum
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    Chapter 12 Freedom of Design: The Multiple Faces of Subtraction in Dutch Primary School Textbooks
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    Chapter 13 Changes to the Korean Mathematics Curriculum: Expectations and Challenges
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    Chapter 14 The Singapore Mathematics Curriculum Development—A Mixed Model Approach
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    Chapter 15 School Mathematics Textbook Design and Development Practices in China
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    Chapter 16 Teachers as Participants in Textbook Development: The Integrated Mathematics Wiki-book Project
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    Chapter 17 Mathematics Teacher Development in the Context of District Managed Curriculum
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    Chapter 18 Curriculum, Teachers and Teaching: Experiences from Systemic and Local Curriculum Change in England
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    Chapter 19 Teaching Mathematics Using Standards-Based and Traditional Curricula: A Case of Variable Ideas
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    Chapter 20 Supporting the Effective Implementation of a New Mathematics Curriculum: A Case Study of School-Based Lesson Study at a Japanese Public Elementary School
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    Chapter 21 Does Classroom Instruction Stick to Textbooks? A Case Study of Fraction Division
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    Chapter 22 Curriculum Intent, Teacher Professional Development and Student Learning in Numeracy
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    Chapter 23 The Impact of a Standards-Based Mathematics Curriculum on Classroom Instruction and Student Performance: The Case of Mathematics in Context
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    Chapter 24 Curriculum and Achievement in Algebra 2: Influences of Textbooks and Teachers on Students’ Learning about Functions
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    Chapter 25 Learning Paths and Learning Supports for Conceptual Addition and Subtraction in the US Common Core State Standards and in the Chinese Standards
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    Chapter 26 The Virtual Curriculum: New Ontologies for a Mobile Mathematics
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    Chapter 27 Forty-Eight Years of International Comparisons in Mathematics Education from a United States Perspective: What Have We Learned?
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    Chapter 28 (Mathematics) Curriculum, Teaching and Learning
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    Chapter 29 Improving the Alignment Between Values, Principles and Classroom Realities
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Title
Mathematics Curriculum in School Education
Published by
Springer Netherlands, January 2014
DOI 10.1007/978-94-007-7560-2
ISBNs
978-9-40-077559-6, 978-9-40-077560-2
Editors

Yeping Li, Glenda Lappan

X Demographics

X Demographics

The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 69 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Malaysia 1 1%
United States 1 1%
Russia 1 1%
Unknown 66 96%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 18 26%
Student > Doctoral Student 12 17%
Student > Master 10 14%
Student > Bachelor 5 7%
Researcher 5 7%
Other 11 16%
Unknown 8 12%
Readers by discipline Count As %
Social Sciences 34 49%
Mathematics 9 13%
Arts and Humanities 6 9%
Computer Science 3 4%
Philosophy 2 3%
Other 6 9%
Unknown 9 13%