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Transnational synergies in school ma...

Openshaw, Roger.

Transnational synergies in school mathematics and science debates

Record Type:	Electronic resources : Monograph/item
Title/Author:	Transnational synergies in school mathematics and science debatesby Roger Openshaw, Margaret Walshaw.
Author:	Openshaw, Roger.
other author:	Walshaw, Margaret.
Published:	Cham :Springer International Publishing :2019.
Description:	x, 206 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	MathematicsStudy and teaching.
Online resource:	https://doi.org/10.1007/978-3-030-28269-1
ISBN:	9783030282691$q(electronic bk.)

Transnational synergies in school mathematics and science debates
Openshaw, Roger.

Transnational synergies in school mathematics and science debates[electronic resource] /by Roger Openshaw, Margaret Walshaw. - Cham :Springer International Publishing :2019. - x, 206 p. :ill., digital ;24 cm. - Palgrave studies in excellence and equity in global education. - Palgrave studies in excellence and equity in global education..

Chapter 1. Introducing transnational synergies in school mathematics and science debates -- Chapter 2. Interrogating equity and excellence -- Chapter 3. Mathematics and science equity of the interwar years -- Chapter 4. The rise and fall of P.S.S.C. physics -- Chapter 5. The ascent of the 'New Mathematics', 1957-1970 -- Chapter 6. Repurposing mathematics and science -- Chapter 7. Major overhauls of the education system -- Chapter 8. Unpacking curricula and standards -- Chapter 9. Ramping up accountability -- Chapter 10. Looking back and looking forward.

This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived 'crisis' been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates.

ISBN: 9783030282691$q(electronic bk.)

Standard No.: 10.1007/978-3-030-28269-1doiSubjects--Topical Terms:

189978
Mathematics
--Study and teaching.

LC Class. No.: QA11 / .O64 2019

Dewey Class. No.: 510.71

Transnational synergies in school mathematics and science debates
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505 0 $a Chapter 1. Introducing transnational synergies in school mathematics and science debates -- Chapter 2. Interrogating equity and excellence -- Chapter 3. Mathematics and science equity of the interwar years -- Chapter 4. The rise and fall of P.S.S.C. physics -- Chapter 5. The ascent of the 'New Mathematics', 1957-1970 -- Chapter 6. Repurposing mathematics and science -- Chapter 7. Major overhauls of the education system -- Chapter 8. Unpacking curricula and standards -- Chapter 9. Ramping up accountability -- Chapter 10. Looking back and looking forward.
520 $a This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived 'crisis' been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates.
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