LEADER 03953nam  22005415  450 
001 9910337749403321
005 20200630095919.0
010   $a3-030-14865-3
024 7 $a10.1007/978-3-030-14865-2
035   $a(CKB)4100000008153972
035   $a(MiAaPQ)EBC5771565
035   $a(DE-He213)978-3-030-14865-2
035   $a(EXLCZ)994100000008153972
100   $a20190509d2019      u|             0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aNational Subcommissions of ICMI and their Role in the Reform of Mathematics Education$b[electronic resource] /$fedited by Alexander Karp
205   $a1st ed. 2019.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019.
215   $a1 online resource (255 pages)
225 1 $aInternational Studies in the History of Mathematics and its Teaching,$x2524-8022
311   $a3-030-14864-5 
327   $aChapter 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. .
330   $aICMI (or IMUK) was founded in 1908 and initiated the establishment of national subcommissions to launch national activities in response to the IMUK agenda and to promote the reform proposals within each member country.While ICMI?s activities were thoroughly studied, the activities of the national subcommissions are studied only very marginally. In the meantime, their work has been of major importance ? both because of their role in exploring and documenting the development of mathematics education at the beginning of the 20th century, and because of the changes and new ideas which they brought to their countries. Importantly, even if some results of their activities were analyzed within their countries in the corresponding languages, almost nothing is known internationally. This book is planned to deepen our knowledge on at least some of the national subcommissions. The book will interest both researchers and others interested in mathematics education and its development.
410  0$aInternational Studies in the History of Mathematics and its Teaching,$x2524-8022
606   $aMathematics?Study and teaching 
606   $aEducation and state
606   $aInternational education 
606   $aComparative education
606   $aMathematics Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O25000
606   $aEducation Policy$3https://scigraph.springernature.com/ontologies/product-market-codes/X33030
606   $aInternational and Comparative Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O13000
615  0$aMathematics?Study and teaching .
615  0$aEducation and state.
615  0$aInternational education .
615  0$aComparative education.
615 14$aMathematics Education.
615 24$aEducation Policy.
615 24$aInternational and Comparative Education.
676   $a510.71
702   $aKarp$b Alexander$4edt$4http://id.loc.gov/vocabulary/relators/edt
906   $aBOOK
912   $a9910337749403321
996   $aNational Subcommissions of ICMI and their Role in the Reform of Mathematics Education$92538761
997   $aUNINA