View in EDS

Tracing the Trajectory of Mathematics Teaching across Two Contrasting Educational Jurisdictions: A Comparison of Historical and Contemporary Influences

Saved in:
Bibliographic Details
Title: Tracing the Trajectory of Mathematics Teaching across Two Contrasting Educational Jurisdictions: A Comparison of Historical and Contemporary Influences
Language: English
Authors: Stuart Shaw, Nicky Rushton, Dominika Majewska
Source: International Education Journal: Comparative Perspectives. 2022 21(1):41-60.
Availability: Oceania Comparative and International Education Society. Wellington, New Zealand. Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Educational Trends, Mathematics Instruction, Mathematics Education, Mathematics Curriculum, Teaching Methods, Foreign Countries, Comparative Education, Educational Development, Centralization, Administrative Organization, Educational History, Best Practices, Technology Uses in Education
Geographic Terms: United States, United Kingdom (England)
ISSN: 1443-1475
2202-493X
Abstract: This paper seeks to identify significant trends in mathematics curricula and teaching approaches in two education systems: the United States (a highly decentralised education system) and England (a highly centralised education system), with focus on 16-to-19-year-olds. The paper adopts a two-fold perspective: an historical overview, and comparison of the areas of convergence and divergence across both education systems. The trajectory of mathematical development is expressed through timelines of core concepts and ideas which chronicle the sequence of events and philosophies that have shaped the development of mathematics teaching and learning. By tracing the trajectory of mathematics through history, the paper provides a greater awareness of how different factors influence how mathematics is taught across two disparate educational jurisdictions. The paper affords opportunities to reflect on and draw conclusions about what constitutes meaningful mathematics teaching and curriculum approaches for 21st century learner.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1351708
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1351708
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1351708
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Tracing the Trajectory of Mathematics Teaching across Two Contrasting Educational Jurisdictions: A Comparison of Historical and Contemporary Influences
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Stuart+Shaw%22">Stuart Shaw</searchLink><br /><searchLink fieldCode="AR" term="%22Nicky+Rushton%22">Nicky Rushton</searchLink><br /><searchLink fieldCode="AR" term="%22Dominika+Majewska%22">Dominika Majewska</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Education+Journal%3A+Comparative+Perspectives%22"><i>International Education Journal: Comparative Perspectives</i></searchLink>. 2022 21(1):41-60.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Oceania Comparative and International Education Society. Wellington, New Zealand. Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Curriculum%22">Mathematics Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Development%22">Educational Development</searchLink><br /><searchLink fieldCode="DE" term="%22Centralization%22">Centralization</searchLink><br /><searchLink fieldCode="DE" term="%22Administrative+Organization%22">Administrative Organization</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1443-1475<br />2202-493X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper seeks to identify significant trends in mathematics curricula and teaching approaches in two education systems: the United States (a highly decentralised education system) and England (a highly centralised education system), with focus on 16-to-19-year-olds. The paper adopts a two-fold perspective: an historical overview, and comparison of the areas of convergence and divergence across both education systems. The trajectory of mathematical development is expressed through timelines of core concepts and ideas which chronicle the sequence of events and philosophies that have shaped the development of mathematics teaching and learning. By tracing the trajectory of mathematics through history, the paper provides a greater awareness of how different factors influence how mathematics is taught across two disparate educational jurisdictions. The paper affords opportunities to reflect on and draw conclusions about what constitutes meaningful mathematics teaching and curriculum approaches for 21st century learner.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1351708
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1351708
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 41
    Subjects:
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Comparative Education
        Type: general
      – SubjectFull: Educational Development
        Type: general
      – SubjectFull: Centralization
        Type: general
      – SubjectFull: Administrative Organization
        Type: general
      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Best Practices
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: United States
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: Tracing the Trajectory of Mathematics Teaching across Two Contrasting Educational Jurisdictions: A Comparison of Historical and Contemporary Influences
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Stuart Shaw
      – PersonEntity:
          Name:
            NameFull: Nicky Rushton
      – PersonEntity:
          Name:
            NameFull: Dominika Majewska
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 1443-1475
            – Type: issn-electronic
              Value: 2202-493X
          Numbering:
            – Type: volume
              Value: 21
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Education Journal: Comparative Perspectives
              Type: main
ResultId 1