The fundamental idea of the ICMI Study 13 is outlined as
follows: Education in any social environment is influenced in many
ways by the traditions of these environments. As a consequence the
results of such education will naturally differ with different
traditions in different environments. Indeed, this is necessary
since one of the intentions of education is to support the
traditional continuity of structure and function of a special
environment.
On the other hand, today we are observing a growing
interdependence between environments like regions, states,
countries, and different cultural areas of the world. In many
respects they have to rely on corresponding or equivalent standards
of education, and differences can cause irritations.
In mathematics education also, taking an international and
intercultural point of view, we face this split phenomenon of
difference and correspondence, linked with the perpetual challenge
to improve the quality of mathematics education. A study attempting
a comparison between mathematics education in different traditions
will be helpful to understand this phenomenon in detail and exploit
it for the sake of mathematics education.
The Study Volume will reflect the structure of the conference in
four sections of revised papers, integrating insights, results and
implications from the comparative discussions. To achieve this
revision and integration, section editors have initiated vivid
interaction with and between authors of the four working groups.
The editors (Leung, Lopez, Graf) expect the Volume to be published
in the series of ICMI studies by Springer in spring 2005.
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