- AutorIn
- Corey Lock
- David Pugalee
- Titel
- Changes in the North Carolina Mathematics Curriculum: A Comparative Study, 1920s, 1930’s with 2003
- Zitierfähige Url:
- https://nbn-resolving.org/urn:nbn:de:bsz:14-qucosa-80557
- Quellenangabe
- Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 376 - 377
- Quellenangabe
- Proceedings of the tenth international conference Models in developing mathematics education
- Abstract (EN)
- The purpose of this paper is to compare curriculum documents for K-12 education from the state of North Carolina from two time periods, 1920s and 2003. The historical development of the mathematics curriculum in North Carolina provides a snapshot of the shifts in mathematics teaching and learning. North Carolina, a state in the southeast of the United States, has had a statewide standard course over a period spanning more than eighty years. A document analysis of printed curriculum standards from allows a description of the mathematics concepts and tasks that were expected of students in those years. The analysis revealed stark contrasts in the focus of mathematics from a very computational emphasis to one of problem solving. The analysis also highlighted the understanding of algebraic concepts and ideas as an essential outcome of current mathematics programs.
- Freie Schlagwörter (DE)
- Geschichte des Mathematik-Lehrplanes, Vergleich von Mathematik-Lehrplänen aus Vergangenheit und Gegenwart
- Freie Schlagwörter (EN)
- history of mathematics curriculum, comparison of past and present math curriculum
- Klassifikation (DDC)
- 510
- Klassifikation (RVK)
- SD 2009
- Herausgeber (Institution)
- HTW Dresden
- URN Qucosa
- urn:nbn:de:bsz:14-qucosa-80557
- Veröffentlichungsdatum Qucosa
- 07.05.2012
- Dokumenttyp
- Konferenzbeitrag
- Sprache des Dokumentes
- Englisch
- Lizenz / Rechtehinweis