This Open Access volume by the International Commission on Mathematical Instruction (ICMI) is an outcome of the ICMI Study 24 and gives a status-quo of school mathematics reform around the world and what we can learn from this movement. Each theme and section of the book offers descriptions and analyses of multiple case studies in different countries and contexts, along with opportunities to compare, contrast and learn from these diverse experiences.
The volume provides a synthesis and meta-analysis of the different historical, geographical and global aspects of school mathematics reforms and explores in which way curricula are elaborated, proposed, changed, and reorganized. It offers a more informed and comprehensive analysis of the roles of different actors and of the many aspects influencing and shaping mathematics curriculum reforms that are taking or have taken place. It also explores the possibilities and means to tackle a curricular reform in the current scenario we livein and how to unfold future developments.
This book will be of interest to practitioners and scholars with an interest in school mathematics curriculum reforms. It will also be a useful resource to those involved in school mathematics curriculum reform initiatives by providing current information about the curriculum changes that are taking place in respect of content, teacher education, educational materials, and a range of implementation challenges across diverse contexts.
Professor Yoshinori Shimizu, Ph. D, is a mathematics educator who works at Graduate School of Comprehensive Human Sciences of University of Tsukuba, one of the major research institutions in Japan. He finished his Ph.D in Mathematics Education at Doctoral Program in Education, University of Tsukuba. He has been working at institutions such asTokyo Gakugei University, Indiana University (USA) as visiting scholar, and University of Tsukuba He was a member of Mathematics Expert Group (MEG) for OECD/PISA 2003, 2006, 2009. He was a consultant for 1995 TIMSS Videotape Classroom Study. He is one of the founders of Learner’s Perspective Study (LPS), a sixteen countries comparative study on mathematics classrooms and has been the Japanese team leader of the project. He was a member of the International Committee of the International Group for the Psychology of Mathematics Education (2005-2009). He is the vice president of Japan Society of Mathematical Education. He was the co-chair forthe ICMI Study 24 conference held in November 2018 in Tsukuba, Japan.
Professor Renuka Vithal is the former Deputy Vice-Chancellor for Teaching and Learning, Dean of Education and Professor of Mathematics Education of the University of KwaZulu-Natal; and is currently Deputy Vice-Chancellor for Academic Affairs at Fort Hare Univeristy. She is also a member of the Board of Trustees of CASME.
Professor Vithal obtained her MPhil in mathematical education from the University of Cambridge in the United Kingdom and her doctoral degree in natural sciences from Aalborg University in Denmark. She began her career as a mathematics teacher and proceeded to work for institutions such as the University of Durban Westville and University of KwaZulu-Natal where she attained full professorship in mathematics education. She is recognised internationally as a scholar in the social, cultural and political dimensions of mathematics education.
