Bibliografias temáticas / Mathematics Curriculum

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Literatura científica selecionada sobre o tema "Mathematics Curriculum"

Autor: Grafiati
Publicado: 4 de junho de 2021
Última modificação: 25 de janeiro de 2023

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Artigos de revistas sobre o assunto "Mathematics Curriculum"

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Lee, Kyungwon, Hangyun Cho e Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum". SNU Journal of Education Research 31, n.º 3 (30 de setembro de 2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory of knowledge curriculum provides knowledge questions related to mathematics so that students can experience various perspectives on the nature and ethics of mathematics. The extended essay curriculum provides procedures, methods, and cases for students to experience mathematical inquiry. This analysis can be used as basic data for developing curriculum documents and textbooks that can reflect the characteristics of individual subjects in the cross-curricular curricula.
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Ratu Sarah Fauziah Iskandar, Aji Raditya e Trisna Roy Pradipta. "ANALYSIS OF MATHEMATICS PROBLEMS IN THE 2013 CURRICULUM AND CAMBRIDGE CURRICULUM MATHEMATICS TEXTBOOKS". Kalamatika: Jurnal Pendidikan Matematika 6, n.º 1 (30 de abril de 2021): 99–110. http://dx.doi.org/10.22236/kalamatika.vol6no1.2021pp99-110.

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Several factors influence the success of learning; one of them is the quality of textbooks. Textbooks have a pivotal role in learning, namely, representing the teacher's explanation in front of the class. Curricula have continuously changed because they are far from the expectations. In Indonesia, many schools have implemented an international curriculum to improve school quality. One of the curricula used is the Cambridge curriculum. This study analyzed the types of problems in the Cambridge and 2013 curriculum mathematics textbooks, especially on quadratic equations. This research utilized a six-dimensional analysis method which consists of mathematical activities, complexity level, answer form, contextual features, response types, and mathematical features. Furthermore, the data collection technique was carried out by analyzing and describing the types of questions in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The analysis focused on the quadratic equation topic in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The results shows that there is no difference between the types of problems in the 2013 curriculum and the Cambridge curriculum mathematics textbooks for quadratic equation topics. The framework of this study could be a reference for further research and used by mathematics textbook writers to create more diverse types of questions.
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Meyer, Margaret R., Truus Dekker e Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula". Mathematics Teaching in the Middle School 6, n.º 9 (maio de 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.
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Peralta, Deise Aparecida, José Augusto Pacheco e Wagner Barbosa de Lima Palanch. "Mathematics Teachers and Curriculum: Authors or Actors?" Acta Scientiae 23, n.º 8 (29 de setembro de 2021): 68–101. http://dx.doi.org/10.17648/acta.scientiae.6416.

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Background: Among the plurality of themes addressed by curricular studies, the nature of decision-making processes involving education professionals has guided some research agendas. Delineated by one of those agendas, this text starts by asking what the participation of teachers in processes involving curriculum is. Objective: To analyse the rationality underlying the involvement of mathematics teachers in the context of curriculum reforms in Brazil and Portugal, presenting a theoretical basis inspired by Jürgen Habermas and its suitability to discuss teachers’ participation as authors or actors of curricula reforms. Design: Reconstructive analysis of rationality according to the Habermasian discursive ethics. Settings and participants: The context of a comparative study that surveys documents and interviews with two managers of a curricular reform project in Portugal and Brazil, respectively. Data collection and analysis: Analysis of the rationality that underlies the discourse present in curriculum documents of the countries involved and interviews. Results: Centralising elements of national curriculum policies do not mean by themselves the homogenisation of curricula, the rationality that underlies how projects predict the participation of teachers express an illusory discursive varnish about “teachers actively participating,” there are spaces of micropolicies with controlled margin of changes that advocate mathematics teachers as builders of policies, but the mechanisms of external regulation contradict this. Conclusions: Historically, in both countries, the educational systems, even expressing a rhetorical discourse on autonomy and flexibility, have remained hostages to the regulation of centralist global policies.
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Kinzie, Mable B., Jessica Vick Whittaker, Pat Mcguire, Youngju Lee e Carolyn Kilday. "Research on Curricular Development for Pre-Kindergarten Mathematics and Science". Teachers College Record: The Voice of Scholarship in Education 117, n.º 7 (julho de 2015): 1–40. http://dx.doi.org/10.1177/016146811511700705.

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Background/Context As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises. Purpose/Objective In this paper, we present the Research on Curriculum Design (RCD) model, first advanced by Clements in 2007, with results from its application to the design and iterative development of pre-kindergarten mathematics and science curricula. Research Design RCD is an example of design-based research, with the additional specific goals of the production of an effective curriculum and the evolution of theoretical guidelines to inform future curricular designs. Our implementation spanned two years and involved iterative development and testing of two, year-long curricula. Findings/Results Application of RCD methods informed our understandings of the target population, the knowledge and skills to be developed, and the theoretical and research-based models that guided the designs. Subsequent iterative development and evaluation in five pre-K classrooms enabled refinement of the curricular design, as well as the evolution of design guidelines useful for informing future curriculum development efforts. A culminating test of the resulting curricula in eight pre-K classrooms suggests the success of the RCD approach, yielding high-quality, high-fidelity teacher implementation, with teacher fidelity and curricular dosage predicting students’ mathematics learning gains across the year. Conclusions/Recommendations Results support the value of the RCD model for achieving research-based curricula that have the potential to effectively support teachers in their practice and positively impact children's early learning.
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Souto, Lívia Suely, Katia Lima e Shirley Patrícia Nogueira de Castro e. Almeida. "Curriculum and Curriculum Integration: possibilities and challenges between Physical Education and Mathematics at BNCC". Revista de Ensino de Ciências e Matemática 13, n.º 6 (4 de dezembro de 2022): 1–24. http://dx.doi.org/10.26843/rencima.v13n6a02.

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By investigating the possibilities of curricular integration between Physical Education and Mathematics from the Base Nacional Comum Curricular, we defend curricular integration as an integrated approach to learning and curricula that provide students and teachers with an expansion of different ways of teaching and learning by through new alternatives in the incorporation of the knowledge of these two disciplines. From the theoretical framework adopted, which refers to reflections on curriculum and curriculum integration, a qualitative research was developed through document analysis of the BNCC as well as the possibilities of this integration based on competences. The results indicate that, in general, the BNCC does not mention the term curricular integration, but it presents evidence in this sense that lack more theoretical specificity in our view that exist and can materialize in the relations of some competences present in the BNCC between these two disciplines.
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Hatfield, Mary M., e Gary G. Bitter. "Communicating Mathematics". Mathematics Teacher 84, n.º 8 (novembro de 1991): 615–22. http://dx.doi.org/10.5951/mt.84.8.0615.

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Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation Standards for School Mathematics (1989) advocates mathematics teaching through activities that encourage students to explore mathematics, to gather evidence and make conjectures, and to reason and communicate mathematically as they discuss and write about ideas that use the language of mathematics. This vision of the classroom specifies a mathematics curriculum in which students are “doing and investigating” mathematics rather than just “knowing” mathematics.
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Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto e Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary". Journal for Research in Mathematics Education 40, n.º 4 (julho de 2009): 363–95. http://dx.doi.org/10.5951/jresematheduc.40.4.0363.

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Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason and communicate about mathematics. This analysis indicates that the level of fidelity to the written curriculum differs from the level of fidelity to the authors' intended curriculum during lesson enactments. Drawing on this analysis, this article explores how curricula support and hinder teachers as they engage students in opportunities to learn mathematics and how teachers' instructional moves and choices impact the enactment of curricula.
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Fueyo, Vivian, George Roy e Phillip Vahey. "SunBay Digital Mathematics". Educational Renaissance 1, n.º 2 (19 de fevereiro de 2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.

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By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprising dynamic technologies, curriculum replacement units, and professional development. Through planned professional development, teachers have the technological skills, pedagogical skills and mathematical content knowledge required to engage their students in an interaction between the software, the curriculum materials, and the mathematics. Student learning gains and changes in teacher pedagogical, technological, and mathematical content knowledge provide evidence of the project’s continued success after three years. Concomitant institutional changes in each of the partnering organizations attest to the project’s sustainable impact.
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Dietiker, Leslie. "Mathematical story: a metaphor for mathematics curriculum". Educational Studies in Mathematics 90, n.º 3 (11 de agosto de 2015): 285–302. http://dx.doi.org/10.1007/s10649-015-9627-x.

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Teses / dissertações sobre o assunto "Mathematics Curriculum"

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Novinger, Susan. "Talking mathematics : children's acquisition of mathematical discourse in a permeable curriculum /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953887.

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Rolandsson, Jakob. "Programming as Mathematics – A Curriculum Perspective". Thesis, Uppsala universitet, Matematiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-451806.

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Mina, Fayez M. "Models of Mathematics Curriculum Development in Egypt". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80674.

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The need for developing mathematics curricula was clarified. Models of mathematics curriculum development in Egypt were identified as: \"Temporary Committees\" (TC), center of developing curriculum and educational materials (CDCEM), \"National conferences\" (NC) and \"Educational standards\" (ES). The advantages and disadvantages of each one of these models were evaluated. Then a new model was suggested covering the whole advantages of these models and avoiding their disadvantages.
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Yoder, Gina Borgioli. "Understanding mathematics teachers' constructions of equitable mathematics pedagogy". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330796.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3849. Adviser: Signe Kastberg.
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Thurber, Robin Schul. "Construct validity of curriculum-based mathematics measures /". view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.

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Thesis (Ph. D.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 78-83). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.
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Knap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.

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Dingman, Shannon W. "Mathematics textbooks and state curriculum standards an analysis of the alignment between the written and intended curricula /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4690.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.
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Komatsubara, Kristin Mie. "The mathematics connection a curriculum promoting mathematical application through the home-school connection /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457291.

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Thesis (M.A.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed November 7, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 172-176).
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Owens, Beverly Karen. "The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2242.

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After recognizing the need for a simpler approach to the teaching of mathematical terminology, I concluded it would be valuable to make a unit of simplified terms and describe methods of teaching these terms. In this thesis I have compared the terminology found in the Virginia Standards of Learning objectives to the materials found at each grade level. The units developed are as follows: The Primary Persistence Unit- for grades K-2; The Elementary Expansion Unit- for grades 3-5; and The Middle School Mastery Unit- for grades 6-8.
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Hoffmann, R., e R. Klein. "Adjusting the Mathematics Curriculum Into the 21st Century". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82570.

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Livros sobre o assunto "Mathematics Curriculum"

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Curriculum Committee for Mathematics., Ireland. Department of Education and Science. e National Council for Curriculum and Assessment., eds. Mathematics: Curriculum. Dublin: Stationery Office, 1999.

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Massachusetts. Dept. of Education. Mathematics curriculum framework: Achieving mathematical power. Malden, Mass: Commonwealth of Massachusetts, Dept. of Education, 1997.

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Vickers, K. M. National curriculum mathematics. Chiddingstone Causeway: Canterbury Educational, 1993.

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Vickery, K. M. National curriculum mathematics. Tunbridge Wells: Canterbury Educational, 1994.

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Burghes, D. N. National curriculum mathematics. Editado por Deft John, Hiscocks John, Tapson Frank e Price Nigel 1948-. London: Heinemann, 1993.

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Vickers, K. M. National curriculum mathematics. Chiddington Causeway: Canterbury Educational, 1991.

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Vickers, K. M. National curriculum mathematics. Chiddingstone Causeway: Canterbury Educational, 1993.

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Vichers, K. M. National curriculum mathematics. Chiddingstone Causeway: Canterbury Educational, 1993.

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Wisconsin. Dept. of Public Instruction., ed. Planning curriculum in mathematics. Madison, Wis: Wisconsin Dept. of Public Instruction, 2001.

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Massachusetts. Dept. of Education. Massachusetts mathematics curriculum framework: Achieving mathematical power. Malden, Mass: The Department, 2000.

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Capítulos de livros sobre o assunto "Mathematics Curriculum"

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Robinson, Ann, Bruce M. Shore e Donna L. Enersen. "Mathematics Curriculum". In Best Practices In Gifted Education, 173–89. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-24.

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Krogh, Suzanne L., e Pamela Morehouse. "Mathematics". In The Early Childhood Curriculum, 166–203. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-9.

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Osta, Iman. "Mathematics Curriculum Evaluation". In Encyclopedia of Mathematics Education, 417–23. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_168.

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Gravemeijer, Koeno, e Anita Rampal. "Mathematics Curriculum Development". In The Proceedings of the 12th International Congress on Mathematical Education, 549–55. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_57.

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Osta, Iman. "Mathematics Curriculum Evaluation". In Encyclopedia of Mathematics Education, 576–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_168.

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Osta, Iman. "Mathematics Curriculum Evaluation". In Encyclopedia of Mathematics Education, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_168-5.

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Ghosh Hajra, Sayonita. "Mathematics". In Developmentally Appropriate Curriculum and Instruction, 108–44. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-5.

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Cheng, Lu Pien, e Kai Kow Joseph Yeo. "Singapore School Mathematics Curriculum". In Education in Singapore, 405–21. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9982-5_22.

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Pound, Linda, e Trisha Lee. "Across the curriculum". In Teaching Mathematics Creatively, 108–23. 3a ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003055396-8.

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Hughes, Paul. "Curriculum to Survey". In Seventeenth Century Practical Mathematics, 76–106. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003107668-5.

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Trabalhos de conferências sobre o assunto "Mathematics Curriculum"

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Schoenefeld, Dale A., e Roger L. Wainwright. "Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica". In the twenty-fourth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/169070.169353.

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Spunde, Walter G. "Challenging the mathematics curriculum". In the international conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/144045.144138.

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Amador, Julie. "Preservice Mathematics Teachers' Curriculum Visualization". In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1567004.

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Foerster, Klaus-Tycho. "Integrating Programming into the Mathematics Curriculum". In SIGITE/RIIT 2016: The 17th Annual Conference on Information Technology Education and the 5th Annual Conference on Research in Information Technology. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2978192.2978222.

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Peck, Roxy. "Developing statistical reasoning in a “piecemeal” secondary statistics curriculum—the next step". In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09103.

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In the last decade, statistics and data analysis have become a more visible component of the secondary school mathematics curriculum in the United States. In most cases, statistics and data analysis topics have been divided up and spread through the mathematics curriculum. However, many important concepts of statistics are not mathematical in nature and are not easily integrated into existing mathematics courses. As a consequence, most students complete their secondary education having seen a number of graphical and numerical statistical methods but having not encountered many key concepts required for mature statistical reasoning. Recognizing that the addition of a separate statistics course to the secondary curriculum is unlikely, an alternate approach is proposed. With support from the American Statistical Association (ASA) and the ASA/NCTM (National Council of Teachers of Mathematics) Joint Committee on Probability and Statistics in the K-12 Curriculum, a capstone experience for secondary students has been designed. Making Sense of Statistical Studies is a coordinated and coherent set of case studies that can be integrated into mathematics courses to provide students with an understanding of the data analysis process and help them develop the conceptual understanding that provides the foundation for statistical reasoning. This paper contributes to the conference topic of curricular materials and tools for improving students’ learning at school level.
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Mustoe, L. "Mathematics at post-16 - implications for engineering". In IEE Seminar Curriculum 2000 and Beyond - Impact on HE and FE. IEE, 2000. http://dx.doi.org/10.1049/ic:20000494.

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Savić, Vera. "INTEGRATING MATHEMATICS CONTENT INTO PRIMARY ENGLISH CURRICULUM THROUGH CONTENT-BASED INSTRUCTION". In Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.191s.

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Success in learning a foreign language is seen as the ability to use a foreign language in a variety of life contexts. Integration of mathematics content into a grade-appropriate English curriculum has the potential to enlarge the possibilities for young learners to experience more authentic and meaningful communication and more varied life-like interaction in a number of content-based activities. The aim of the paper was to study mathematics content in international coursebooks used for teaching English as a foreign language (EFL) in grades 1–4 in Serbian primary schools and to explore the means for integrating mathematics content into English classes. The study was based on a content analysis of seven EFL coursebook sets and focused on mathematics content analysis in relation to six study questions. The results revealed four distinct key content integration categories and showed that some of the coursebooks surveyed in the study contain mathematics content that is well integrated into language curriculum and supports deeper learning of both mathematics and language through cross-curricular links. However, the results also indicated that mathematics content in the coursebooks surveyed is mainly not grade appropriate or cognitively challenging enough, which requires EFL teachers to provide more materials for expanding the cross-curricular links. Pedagogical implications of the study refer to EFL teachers’ professional development needs for enhancing their own skills to implement content-based instruction by introducing creative and motivating content-based and grade appropriate materials and tasks into their classrooms and thus engage the flexible minds of young learners in a holistic learning experience.
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Moh. Mahfud Effendi, Mr. "Analysis of Relevance of Mathematics Curriculum Development". In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.6.

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Tinnirello, Alicia, e Eduardo Alberto Gago. "INTEGRATING MATHEMATICS TECHNOLOGY WITH MECHANICAL ENGINEERING CURRICULUM". In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1319.

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Wynn, Lynda. "Secondary Mathematics Teachers' Use of Curriculum Materials". In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691763.

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Relatórios de organizações sobre o assunto "Mathematics Curriculum"

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Nelson, Gena, e Allyson J. Kiss. Curriculum-Based Measures in Mathematics. Boise State University, Albertsons Library, janeiro de 2022. http://dx.doi.org/10.18122/sped.144.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 96 studies that focused on Stages 1, 2, and/or 3 of curriculum-based measurement in mathematics (CBM-M) research. Stage 1 refers to evidence for using CBM at one point in time (i.e., static scores), such as for screening for difficulty. Stage 2 refers to evidence for using CBM repeatedly overtime, such as for progress monitoring. Stage 3 focuses on the instructional utility of CBM (i.e., instructional decisions to increase student achievement). The purpose of the systematic review was to update the Foegen et al., (2007) literature review on CBM-M. We evaluated 96 studies published since 2006 that included more than 540,000 participants. Nearly all studies (k = 83) reported results related to Stage 1, fewer studies reported results related to Stage 2 (k = 39) and Stage 3 (k = 4). The results of the systematic review report findings related to reliability, criterion validity, diagnostic accuracy, growth rates, and instructional utility of CBM-M.
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Daro, Phil, Frederic Mosher e Tom Corcoran. Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction. Consortium for Policy Research in Education, janeiro de 2011. http://dx.doi.org/10.12698/cpre.2011.rr68.

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Brecher, K. Middle school integrated science, mathematics and technology curriculum. Final report, September 30, 1991--December 31, 1993. Office of Scientific and Technical Information (OSTI), março de 1994. http://dx.doi.org/10.2172/10157495.

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SHESTAKOVA, L. G. FORMATION OF PEDAGOGICAL COMPETENCIES AMONG STUDENTS OF THE DIRECTION 01.03.02 APPLIED MATHEMATICS AND INFORMATICS. Science and Innovation Center Publishing House, abril de 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-88-94.

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The task of forming pedagogical competencies among students of the direction “Applied Mathematics and Informatics” is relevant. For its solution, the following conditions are identified: to include in the curriculum a pedagogical module, consisting of pedagogy, methodological disciplines and pedagogical practice; use links with specialized disciplines; apply in the work the educational and methodological support adapted to the reduced amount of time; include activities based on the pedagogical module in the educational program.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues e Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, dezembro de 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska e Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], julho de 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Atuhurra, Julius, e Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), dezembro de 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk e Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], setembro de 2019. http://dx.doi.org/10.31812/123456789/3259.

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The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.
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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, julho de 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).
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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, Albertsons Library, julho de 2021. http://dx.doi.org/10.18122/sped.138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).
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