Transnational Synergies in School Mathematics and Science Debates

Beschreibung

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. 
Questions why international attitudes suggest there is a crisis in maths and science curricula Explores why there is a perceived underachievement in mathematics and science rather than a shortfall in music, social studies, art or physical education standards Interrogates how debates on curricula develop and drive a policy agenda

Autor*in

Roger Openshaw

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Intercultural education Secondary schools Education policy

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“It is rich enough in unpublished scholarly content to interest educational specialists while remaining accessible to a wider readership including mathematicians and scientists but also, hopefully, policymakers.” (Frédéric Morneau-Guérin, MAA Reviews, March 8, 2020)

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