Tracing the Trajectory of Mathematics Teaching across Two Contrasting Educational Jurisdictions: A Comparison of Historical and Contemporary Influences
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| Title: | Tracing the Trajectory of Mathematics Teaching across Two Contrasting Educational Jurisdictions: A Comparison of Historical and Contemporary Influences |
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| 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 |
| 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. |
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| ISSN: | 1443-1475 2202-493X |
