Changes in the North Carolina Mathematics Curriculum: A Comparative Study, 1920s, 1930’s with 2003

Konferenzbeitrag

The purpose of this paper is to compare curriculum documents for K-12 education from the state of North Carolina from two time periods, 1920s and 2003. The historical development of the mathematics curriculum in North Carolina provides a snapshot of the shifts in mathematics teaching and learning. North Carolina, a state in the southeast of the United States, has had a statewide standard course over a period spanning more than eighty years. A document analysis of printed curriculum standards from allows a description of the mathematics concepts and tasks that were expected of students in those years. The analysis revealed stark contrasts in the focus of mathematics from a very computational emphasis to one of problem solving. The analysis also highlighted the understanding of algebraic concepts and ideas as an essential outcome of current mathematics programs.

Verweise und Beziehungen

• Erschienen in: Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 376 - 377
• Verwandtes Objekt und Literatur: urn:nbn:de:bsz:14-qucosa-79236 ; qucosa:1658

Klassifikation und Themen

• Thema: Mathematik

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): Lock, Corey ; Pugalee, David
• Ereignis: Herstellung
• (wer): HTW Dresden

Weitere Informationen

• URN: urn:nbn:de:bsz:14-qucosa-80557
• Letzte Aktualisierung: 14.03.2025, 08:16 MEZ