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Curriculum research to improve teaching and learning: national and cross-national studies

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Abstract

Curriculum, as a cultural and system-specific artifact, outlines mathematics teaching and learning activities in school education. Studies of curriculum and its changes are thus important to reveal the expectations, processes and outcomes of students’ school learning experiences that are situated in different cultural and system contexts. In this article, we aim to propose a framework that can help readers to develop a better understanding of curriculum practices and changes in China and/or the USA that have been reported and discussed in articles published in this themed issue. Going beyond the selected education systems, further studies of curriculum practices and changes are much needed to help ensure the success of educational reforms in the different cultural and system contexts.

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Acknowledgments

We thank all the contributors who worked diligently to follow the timelines of preparation and publication. Our special thanks are due to all reviewers for reading the manuscript and providing valuable comments for improvements. We also thank Gabriele Kaiser, the journal editor-in-chief of ZDM, for her strong and consistent support and patience. Working with colleagues from different education systems has been a very rewarding experience and underscores the international flavor of ZDM.

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Authors and Affiliations

  1. College of Education and Human Development, Texas A&M University, College Station, TX, 77843-4232, USA

    Gerald Kulm & Yeping Li

Authors
  1. Gerald Kulm
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  2. Yeping Li
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Correspondence to Gerald Kulm.

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Kulm, G., Li, Y. Curriculum research to improve teaching and learning: national and cross-national studies. ZDM Mathematics Education 41, 709–715 (2009). https://doi.org/10.1007/s11858-009-0217-1

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