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Record Nr. |
UNINA9910337749403321 |
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Titolo |
National Subcommissions of ICMI and their Role in the Reform of Mathematics Education [[electronic resource] /] / edited by Alexander Karp |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
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ISBN |
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Edizione |
[1st ed. 2019.] |
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Descrizione fisica |
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1 online resource (255 pages) |
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Collana |
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International Studies in the History of Mathematics and its Teaching, , 2524-8022 |
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Disciplina |
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Soggetti |
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Mathematics—Study and teaching |
Education and state |
International education |
Comparative education |
Mathematics Education |
Education Policy |
International and Comparative Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Chapter 1. Challenges, hopes, actions and tensions in the early years of the International Commission on the Teaching of Mathematics -- chapter 2.The French Subcommission of the International Commission on Mathematical Instruction (1908-1914): Mathematicians committed to the renewal of school mathematics -- Chapter 3. The German IMUK subcommission -- Chapter 4. The British National Subcommission of ICMI and the Mathematics Education Reform -- Chapter 5.The Italian Subcommission of the International Commission on the Teaching of Mathematics (1908-1920). Organisational and Scientific contributions -- Chapter 6. The Russian National Subcommission of ICMI and the Mathematics Education Reform Movement -- Chapter 7. The American National Subcommission of ICMI. . |
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Sommario/riassunto |
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ICMI (or IMUK) was founded in 1908 and initiated the establishment of national subcommissions to launch national activities in response to |
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the IMUK agenda and to promote the reform proposals within each member country.While ICMI’s activities were thoroughly studied, the activities of the national subcommissions are studied only very marginally. In the meantime, their work has been of major importance – both because of their role in exploring and documenting the development of mathematics education at the beginning of the 20th century, and because of the changes and new ideas which they brought to their countries. Importantly, even if some results of their activities were analyzed within their countries in the corresponding languages, almost nothing is known internationally. This book is planned to deepen our knowledge on at least some of the national subcommissions. The book will interest both researchers and others interested in mathematics education and its development. |
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