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Record Nr. |
UNINA9910349331403321 |
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Autore |
Openshaw Roger |
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Titolo |
Transnational Synergies in School Mathematics and Science Debates / / by Roger Openshaw, Margaret Walshaw |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 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 (X, 206 p. 1 illus.) |
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Collana |
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Palgrave Studies in Excellence and Equity in Global Education, , 2947-5953 |
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Disciplina |
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Soggetti |
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Mathematics - Study and teaching |
Education - History |
Science - Study and teaching |
International education |
Comparative education |
Schools |
Mathematics Education |
History of Education |
Science Education |
International and Comparative Education |
School and Schooling |
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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. 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 |
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Sommario/riassunto |
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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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