TY - CHAP
T1 - Conclusion: Final Considerations
T2 - Driving Forces and Barriers Affecting Curriculum Reforms
AU - Bosch, Marianna
AU - O’Meara, Niamh
N1 - Publisher Copyright:
© 2023, The Author(s).
PY - 2023
Y1 - 2023
N2 - Theme A presents two types of studies. The first type are cases of reforms undertaken in various countries or regions that are considered special for different reasons. Some were chosen because they produced a significant change in the curriculum, sometimes for a short period of time – like reforms related to the New Math movement – and sometimes as a long-standing process that is still in force today and even expanding internationally – as is the case with the Realistic Mathematics Education movement. In both cases, however, they left remarkable effects and can be located at the origin of the research communities in mathematics education, the local as well as the international ones. The second type of cases and choices of past reforms, illustrate how they could be affected by political movements in the countries, by international movements like those promoted by the OECD, by UNESCO or, more significantly, by ICMI itself, and also by cultural values or visions about the nature and role of mathematics in our societies.
AB - Theme A presents two types of studies. The first type are cases of reforms undertaken in various countries or regions that are considered special for different reasons. Some were chosen because they produced a significant change in the curriculum, sometimes for a short period of time – like reforms related to the New Math movement – and sometimes as a long-standing process that is still in force today and even expanding internationally – as is the case with the Realistic Mathematics Education movement. In both cases, however, they left remarkable effects and can be located at the origin of the research communities in mathematics education, the local as well as the international ones. The second type of cases and choices of past reforms, illustrate how they could be affected by political movements in the countries, by international movements like those promoted by the OECD, by UNESCO or, more significantly, by ICMI itself, and also by cultural values or visions about the nature and role of mathematics in our societies.
UR - http://www.scopus.com/inward/record.url?scp=85163860779&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-13548-4_8
DO - 10.1007/978-3-031-13548-4_8
M3 - Chapter
AN - SCOPUS:85163860779
T3 - New ICMI Study Series
SP - 113
EP - 115
BT - New ICMI Study Series
PB - Springer Science and Business Media B.V.
ER -