| 书目名称 | Eastern European Mathematics Education in the Decades of Change | | 编辑 | Alexander Karp | | 视频video | | | 概述 | Presents the panorama of the developments in mathematics education during the period of political changes and reforms.Uniquely explores the question of how social and political changes influenced the | | 丛书名称 | International Studies in the History of Mathematics and its Teaching | | 图书封面 |  | | 描述 | This contributed volume is devoted to the recent history and evolution of mathematics education in Eastern Europe, exploring how it was influenced by social and political changes in this part of the world. Despite the broad recognition of the importance of these changes, little scholarship exists that examines the ways in which they were followed by changes in the teaching of mathematics in the post-socialist countries. Indeed, the analyzed processes are complex and vary across the states. Accordingly, this book touches on many factors--including differences in cultures and traditions – that find expression in the teaching of mathematics. .Specifically, this volume seeks to explore what changes there were in education in general and in the position of mathematics in school education in these years, and how these changes may be explained and documented; what changes there were in the content of mathematics education and its assessment, and how were they motivated andadopted; what new textbooks appeared and what new methodological ideas were offered in them; how and why mathematics teacher education and/or professional development changed; what was the role (if any) of foreign influe | | 出版日期 | Book 2020 | | 关键词 | Mathematics education in the Czech Republic; Mathematics education in Eastern Germany; Mathematics edu | | 版次 | 1 | | doi | https://doi.org/10.1007/978-3-030-38744-0 | | isbn_softcover | 978-3-030-38746-4 | | isbn_ebook | 978-3-030-38744-0Series ISSN 2524-8022 Series E-ISSN 2524-8030 | | issn_series | 2524-8022 | | copyright | Springer Nature Switzerland AG 2020 |
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Front Matter |
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Abstract
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,Development of Mathematics Education in the Czech Republic (1989–2018): From a Search for Structure |
Alena Hošpesová,Jarmila Novotná |
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Abstract
Education has always played an important role in the history of the region of the current Czech Republic. Five phases of development after 1989 can be differentiated: (a) deconstruction (1990–1991)—characterized by opposition against the current state; (b) partial stabilization (1991–2000)—decision-making based on what needed to be addressed and analysis of the state of education; (c) system reconstruction (2001–2004)—the beginning of the National Program for the Development of Education (2001) and subsequent Educational Framework Programs; (d) implementation (2005–2015)—elaboration of school education programs, and (e) the current period. This chapter describes the characteristics of these phases, legislative documents, and the development of approaches to the concept of mathematics education, mathematics teacher education, textbooks, and forms of assessment. This chapter concludes with a reflection on the problems with mathematical education in the Czech Republic and the outlook for the future.
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,Traditions and Changes in the Teaching and Learning of Mathematics in Germany, |
Regina Bruder |
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Abstract
This chapter investigates different effects on mathematics teaching in the Western and Eastern part of Germany after the fall of the Berlin Wall in 1989 and the reunification of the two German states. Striking developments and discussions on mathematics teaching are analyzed in their historical context, which is mainly affected by the different design of mathematics education and mathematics teacher training in the two German states [Federal Republic of Germany (FRG) and German Democratic Republic (GDR)]. Recurrent pendulum swing patterns can be observed in both the thematic emphases of mathematics teaching and the preferred approaches to teaching mathematical content. The aim of this chapter is to reproduce, in as fact-based a manner as possible, the recent history of German mathematics education, which is regarded as part of German social developments as a whole.
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,The Traditions and Contemporary Characteristics of Mathematics Education in Hungary in the Post-Soc |
János Gordon Győri,Katalin Fried,Gabriella Köves,Vera Oláh,Józsefné Pálfalvi |
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Abstract
The traditions of mathematics education in Hungary date back over two centuries. This chapter attempts to give an analysis of the essential features of mathematics education in the post-communist era. To provide context, the authors also describe some characteristics of Hungarian mathematics education after World War II. We put an emphasis on the reforms of the 1970s, specifically the Complex Mathematics Education Experiment (CMEE) led by Tamás Varga, since this had an immense influence on today’s mathematics education..The social and economic developments after 1989 changed the centralized structure of education and caused new types of schools and centers to be founded. The textbook market was liberated and new textbooks appeared. The educational content of the curriculum changed and so did the assessments. Changes to teacher training followed the changes in the school system and the changes to the curriculum. Talent management programs were extended to all age groups. We follow these in our study and discuss how the educational policy of the government influenced mathematics education..Finally, we mention the difficulties our education system had to face in recent years and will
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,Changes in Polish School Mathematics Education in the Years 1989–2019, |
Marcin Karpiński,Ewa Swoboda,Małgorzata Zambrowska |
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Abstract
In Poland, changes to mathematics education took place in a very dynamic way, and the direction of the changes was often determined by changes within the government. This concerned all areas related to school mathematics. The desire to quickly transform the educational system implied that the legal bases for changes were often underdeveloped and the proposed solutions unsatisfactory. In the outlined period, an effort was made to rebuild lesson models to include a greater openness to the creativity of both the student and the teacher. A series of new textbooks was created, and new journals addressed to teachers appeared. Changes in the way mathematics teachers were educated were broad. The effects of the undertaken efforts were only partially satisfactory, which is confirmed by research conducted by the Educational Research Institute. After 30 years of transformation, Poland has still not worked out a method of “teaching mathematics” which is acceptable to most people.
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,Russian Mathematics Education After 1991, |
Alexander Karp |
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Abstract
The aim of the present chapter is to trace the recent history of Russian mathematics education, considered as part of the social history of Russia. Although by contrast with what has taken place in politics, in mathematics education there has never even been talk about “perestroika” or restructuring, let alone any radical changes, the changes that have taken place over the last 30 years have in fact been significant and are clearly connected, even if often not directly, with social-economic changes. This chapter will focus on the main aspects of mathematics education: the organization of the learning process, textbooks, exams, the preparation and professional development of teachers, and so forth.
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,Ukraine: School Mathematics Education in the Last 30 Years, |
Vasyl O. Shvets,Valentyna G. Bevz,Oleksandr V. Shkolnyi,Olha I. Matiash |
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Abstract
The aim of this chapter is to describe the history of Ukrainian mathematics education after the collapse of the Soviet Union. We understand this history as an integral part of the social history of Ukraine. We perform a comparative analysis of contemporary Ukrainian and Soviet approaches to mathematics teaching at school, and analyse the causes of similarities and differences that have emerged in the context of social changes in the country over the last 30 years. This chapter will concentrate on the main aspects of mathematics education: the organization of the learning process, educational tools, the assessment of students’ achievements, the preparation and professional development of teachers, and so on.
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,In Lieu of a Conclusion, |
Alexander Karp |
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Abstract
This chapter attempts to compare and contrast what has taken place in mathematics education in the different countries discussed in this book while taking into account the political and social-economic changes of recent decades. The need for further studies is emphasized, since many topics are still difficult to discuss due to the absence of reliable data. At the same time, this chapter identifies certain similarities between what has taken place in different countries that have attempted to change approaches to mathematics education and that have sometimes attempted in certain respects (and sometimes in many respects) to return to the past.
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Back Matter |
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Abstract
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发表于 2025-3-21 18:04:12
