Mathematics Curriculum Reforms Around the World

1. Theme C – Implementation of Reformed Mathematics Curricula Within and Across Different Contexts and Traditions

   1. A First Exploration to Understand Mathematics Curricula Implementation: Results, Limitations and Successes

      • Angel Ruiz, Mogens Niss, Michèle Artigue, Yiming Cao, Enriqueta Reston

      Pages 231-260Open Access

   2. Towards a Model for Monitoring and Evaluating Curricula Reforms

      • Steve Thornton, Maitree Inprasitha, Angel Ruiz, Masami Isoda, Narumon Changsri, Kristen Tripet

      Pages 261-289Open Access

   3. Teachers, Resources, Assessment Practices: Role and Impact on the Curricular Implementation Process

      • Alf Coles, Luis J. Rodríguez-Muñiz, Ida Ah Chee Mok, Ángel Ruiz, Ronnie Karsenty, Francesca Martignone et al.

      Pages 291-321Open Access

   4. Conclusion ‘Laws’ of Curriculum Implementation and the Future in Which We Are Living

      • Angel Ruiz

      Pages 323-328Open Access

2. Theme D – Globalisation and Internationalisation and Their Impacts on Mathematics Curriculum Reforms

   1. Front Matter

      Pages 329-329

      PDF

   2. Introduction

      • Max Stephens, Djordje M. Kadijevich, Mogens Niss, Nadia Azrou, Yukihiko Namikawa

      Pages 331-344Open Access

   3. The Evolution and Uptake of Numeracy and Mathematical Literacy as Drivers for Curriculum Reform

      • Merrilyn Goos, Kathy O’Sullivan

      Pages 345-357Open Access

   4. Impacts of TIMSS and PISA on Mathematics Curriculum Reforms

      • Djordje M. Kadijevich, Max Stephens, Armando Solares-Rojas, Raisa Guberman

      Pages 359-374Open Access

   5. Emergence of Computational/Algorithmic Thinking and Its Impact on the Mathematics Curriculum

      • Djordje M. Kadijevich, Max Stephens, Abolfazl Rafiepour

      Pages 375-388Open Access

   6. Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum

      • Max Stephens, Merrilyn Goos, Djordje M. Kadijevich

      Pages 389-393Open Access

3. Theme E – Agents and Processes of Curriculum Design, Development and Reforms in School Mathematics

   1. Front Matter

      Pages 395-395

      PDF

   2. Introduction

      • Ellen Jameson, Peter Sullivan, Ferdinando Arzarello

      Pages 397-400Open Access

   3. Case Studies in Agents and Processes of Mathematics Curriculum Development and Reform

      • Iman Osta, Fidel Oteiza, Peter Sullivan, John Volmink

      Pages 401-430Open Access

   4. Modelling Curriculum Reform: A System of Agents, Processes and Objects

      • Ellen Jameson, Janette Bobis

      Pages 431-443Open Access

   5. Boundary Crossing in Curriculum Reform

      • Alon Pinto, Jason Cooper

      Pages 445-453Open Access

   6. Teacher Professional Identity and Curriculum Reform

      • Stephen Quirke, Lorena Espinoza, Gérard Sensevy

      Pages 455-468Open Access

   7. Conclusion Implications for Active Curriculum Reform Work and Future Research

      • Ellen Jameson, Peter Sullivan, Ferdinando Arzarello

      Pages 469-474Open Access

4. International Perspectives and Influences on School Mathematics Curriculum Reforms

   1. Front Matter

      Pages 475-475

      PDF

   2. Introduction

      • Yoshinori Shimizu, Renuka Vithal

      Pages 477-478Open Access

   3. OECD Learning Compass 2030: Implications for Mathematics Curricula

      • Miho Taguma, Kelly Makowiecki, Florence Gabriel

      Pages 479-509Open Access

This Open Access volume by the International Commission on Mathematical Instruction (ICMI) is an outcome of the ICMI Study 24 and gives a status-quo of school mathematics reform around the world and what we can learn from this movement. Each theme and section of the book offers descriptions and analyses of multiple case studies in different countries and contexts, along with opportunities to compare, contrast and learn from these diverse experiences.

The volume provides a synthesis and meta-analysis of the different historical, geographical and global aspects of school mathematics reforms and explores in which way curricula are elaborated, proposed, changed, and reorganized. It offers a more informed and comprehensive analysis of the roles of different actors and of the many aspects influencing and shaping mathematics curriculum reforms that are taking or have taken place. It also explores the possibilities and means to tackle a curricular reform in the current scenario we live in and how to unfold future developments.

This book will be of interest to practitioners and scholars with an interest in school mathematics curriculum reforms. It will also be a useful resource to those involved in school mathematics curriculum reform initiatives by providing current information about the curriculum changes that are taking place in respect of content, teacher education, educational materials, and a range of implementation challenges across diverse contexts.

• Mathematics Education
• Curriculum reforms mathematics education
• Teaching and learning of mathematics
• Mathematical literacy
• TIMSS
• PISA
• CCSSM
• Mathematics education policy
• Mathematics education implementation
• Mathematics education teacher development
• Mathematics education assesment
• Mathematics education international comparative studies
• History and mathematics education reforms
• Globalisation and mathematics education
• Open access

• Faculty of Human Sciences, University of Tsukuba, Tsukuba, Japan

  Yoshinori Shimizu

• Faculty of Education, University of Fort Hare, Alice, South Africa

  Renuka Vithal

​Professor Yoshinori Shimizu, Ph. D, is a mathematics educator who works at Graduate School of Comprehensive Human Sciences of University of Tsukuba, one of the major research institutions in Japan. He finished his Ph.D in Mathematics Education at Doctoral Program in Education, University of Tsukuba. He has been working at institutions such asTokyo Gakugei University, Indiana University (USA) as visiting scholar, and University of Tsukuba He was a member of Mathematics Expert Group (MEG) for OECD/PISA 2003, 2006, 2009. He was a consultant for 1995 TIMSS Videotape Classroom Study. He is one of the founders of Learner’s Perspective Study (LPS), a sixteen countries comparative study on mathematics classrooms and has been the Japanese team leader of the project. He was a member of the International Committee of the International Group for the Psychology of Mathematics Education (2005-2009). He is the vice president of Japan Society of Mathematical Education. He was the co-chair for the ICMI Study 24 conference held in November 2018 in Tsukuba, Japan.

Professor Renuka Vithal is the former Deputy Vice-Chancellor for Teaching and Learning, Dean of Education and Professor of Mathematics Education of the University of KwaZulu-Natal; and is currently Deputy Vice-Chancellor for Academic Affairs at Fort Hare Univeristy. She is also a member of the Board of Trustees of CASME.
Professor Vithal obtained her MPhil in mathematical education from the University of Cambridge in the United Kingdom and her doctoral degree in natural sciences from Aalborg University in Denmark. She began her career as a mathematics teacher and proceeded to work for institutions such as the University of Durban Westville and University of KwaZulu-Natal where she attained full professorship in mathematics education. She is recognised internationally as a scholar in the social, cultural and political dimensions of mathematics education.