Search

This chapter provides an overview of theoretical frameworks and methodologies used to analyse a range of mathematics curriculum reforms from across the globe. The means for analysis that has been developed includes linking broad theoretical frameworks and the levels within these to the lines of research and research questions; units of analysis and data considered; methodological choices; and results obtained in case studies of mathematics curriculum reform. It is proposed that the approach developed and findings presented could inform more systematic and scientific approaches to the design of reforms as well as their analysis.

The Learner’s Perspective Study (LPS) has provided a vehicle for the work of an international community of classroom researchers. The distinguishing characteristic of the research design for the LPS is the inclusion of complementary accounts of classroom events. Among the different levels of complementarity, the current paper focuses on the various accounts of classroom participants to discusses how we take the teacher and students perspectives together by contrasting and juxtaposing them to explore the co-constructed nature of mathematics classroom. By referring to previous studies in the LPS as well as to a “spin-off” study, the author argues that examining participant perspectives on the same classroom event provides better understanding of and insights into classroom practice with expanding the researcher’s perspective.

Describes the use of an extended problem-solving assessment task with a Japanese secondary class. Argues that extended problem-solving tasks have the potential to illuminate a much wider range of student performance and to offer learning opportunities almost never realized with more traditional--albeit often quicker--forms of assessment. (ASK)

In this paper, we analyse the conditions and constraints that exist when implementing inquiry-based mathematics education defined and framed by school mathematics curricula. Within the theoretical framework of the anthropological theory of the didactic, we organize our analysis using two main tools. On the one hand, we focus on the external didactic transposition of inquiry in mathematics education. That is, we focus on analysing how the “knowledge to be taught” addresses inquiry, how it is selected, adapted and declared to be taught from international studies to local curriculum reforms. With this purpose in mind, we present an analysis of curricula of four European countries (Denmark, France, Portugal and Spain) to explore which kind of conditions (and constraints) each curriculum establishes for inquiry-based mathematics education. We use the levels of didactic codeterminacy to identify where these conditions and constraints for inquiry come from. It will allow us to compare relevant situations between aforementioned countries.

This book is a compendium of papers on various new movements that emerged after the Asian financial crisis, which lead to Asia becoming the enhanced growth center of the world. Beginning with the analysis of the Asian crisis and the subsequent capital flight, the book goes on to study the impact of these events on the Hong Kong economy, the role of the government in Indonesia and financial restructuring in Thailand. The book then explores the new movement of regional cooperation, such as Free Trade Agreement, and financial cooperation and integration. On the real side of the economy, the book delves into issues such as cooperation between Japan and China, development of the Greater Mekong sub-region, growth of China, fiscal coordination in Korea, technological network in East Asia, and growth and inequality in Vietnam.

http://www.tulips.tsukuba.ac.jp/mylimedio/dl/page.do?issueid=102933187&old_issueid=1030293&tocid=100089444&page=83-101

原本の版次:訂正再版, 原本の出版地:大阪, 原本の出版者:積善館, 原本の出版年(西暦):1925, 原本の出版年(和暦):大正14, 原本の大きさ:23cm, 原本の頁数:2,8,2,252p,9枚, 原本への注記:文部省検定済, 原本の検定年:大正14年12月23日, 原本への注記:和装本, 原本の価格:90銭, 原本への注記:教科書, 原本への注記:児童・生徒用, 原本への注記:旧制中学, 一部のページの画像が閲覧できます