Abstract
It would be convenient to know the dynamics of curricular changes. What brings them about and how can changes occur? Even though it seems hard to say anything of a general nature on these questions, it is a fact that good ideas cannot always be implemented. There will always be boundary conditions determined among other things by what teachers are prepared to teach and what changes governments are prepared to pay for. To make significant changes in a curriculum the level of knowledge and the level of educational and pedagogical consciousness of teachers are decisive factors. It is not enough to have a few enthusiastic and very competent teachers. Eventually, a well qualified teacher is needed in every classroom in every school. In this respect the change of a curriculum has to start at the teacher-level. First one must train a sufficient number of teachers to master the new material. Altogether it takes years of dedicated work to change a curriculum in a subject like mathematics. In this chapter we are primarily concerned with the curriculum in geometry. It goes without saying that introducing more geometry will reduce time for other mathematics, and hence there is a need for an integrated curriculum in mathematics.
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Hansen, V.L. et al. (1998). Changes and Trends in Geometry Curricula. In: Mammana, C., Villani, V. (eds) Perspectives on the Teaching of Geometry for the 21st Century. New ICMI Study Series, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-5226-6_8
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DOI: https://doi.org/10.1007/978-94-011-5226-6_8
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