Mathematics teacher education includes the mathematics content teachers need to understand, ways that pedagogical approaches are developed, messages about the nature of mathematics teaching and learning, and interfaces between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community's understanding of how teacher educators structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives; issues and challenges in fostering partnerships and collaborations; strategies for developing mathematics knowledge for teaching; and preparing flexible and resourceful teachers

Curriculum can be defined in a variety of ways. It might be viewed as a body of knowledge, a product, or a process. Curricula can differ as they are conceptualized from various theoretical perspectives to address the needs of teachers, students, and the context of schooling. One reason to study curriculum is "to reveal the expectations, processes and outcomes of students' school learning experiences that are situated in different cultural and system contexts. ... further studies of curriculum practices and changes aremuch needed to help ensure the success of educational reforms in the different cultural and system contexts" (Kulm & Li, 2009, p.709). This volume highlights international perspectives on curriculum and aims to broaden the wider mathematics education community's understandings of mathematics curriculum through viewing a variety of ways that curricula are developed, understood, and implemented in different jurisdictions/countries. Within this volume, we define curriculum broadly as the set of mathematics standards or outcomes, the messages inherent in mathematics curriculum documents and resources, how these standards are understood by a variety of stakeholders, and how they are enacted in classrooms. The focus is on the written, implied, and enacted curriculum in various educational settings throughout the world.

The mathematics curriculum - what mathematics is taught, to whom it is taught, and when it is taught - is the bedrock to understanding what mathematics students can, could, and should learn. Today's digital technology influences the mathematics curriculum in two quite different ways. One influence is on the delivery of mathematics through hardware such as desktops, laptops, and tablets. Another influence is on the doing of mathematics using software available on this hardware, but also available on the internet, calculators, or smart phones. These developments, rapidly increasing in their availability and decreasing in their cost, raise fundamental questions regarding a mathematics curriculum that has traditionally been focused on paper-and-pencil work and taught in many places as a set of rules to be practiced and learned. This volume presents the talks given at a conference held in 2014 at the University of Chicago, sponsored by the Center for the Study of Mathematics Curriculum. The speakers - experts from around the world and inside the USA - were asked to discuss one or more of the following topics: changes in the nature and creation of curricular materials available to students transformations in how students learn and how they demonstrate their learning rethinking the role of the teacher and how students and teachers interact within a classroom and across distances from each other The result is a set of articles that are interesting and captivating, and challenge us to examine how the learning of mathematics can and should be affected by today's technology.

Engage students through real-world curriculum

It?s no accident that employers complain that newly minted graduates are out of touch with the realities of work demands! Too often, there is a disconnect between what is taught in the classroom and what is demanded in the workplace, and students suffer the consequences. Mathematics and science curricula can play a critical role in solving this dilemma.

In this comprehensive review of 23 exemplary curricula/programs, the authors offer an easy-to-use guide for tying curriculum to workplace experiences?from a hematology laboratory to an agricultural setting to a soda bottling company?these programs illustrate concrete real-life situations to which students can relate and derive motivation.

Learn how to:

• Meet the goals of science, mathematics, and technology education
• Meet national curriculum standards
• Chart key characteristics of successful curricula
• Connect curriculum to workplace contexts
• Create your own curriculum materials

This book is a must for mathematics and science educators, curriculum developers and supervisors, and educators in school-to-work programs and vocational courses.

Mathematics teacher education includes the mathematics content teachers need to understand, ways that pedagogical approaches are developed, messages about the nature of mathematics teaching and learning, and interfaces between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community's understanding of how teacher educators structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives; issues and challenges in fostering partnerships and collaborations; strategies for developing mathematics knowledge for teaching; and preparing flexible and resourceful teachers

The mathematics curriculum - what mathematics is taught, to whom it is taught, and when it is taught - is the bedrock to understanding what mathematics students can, could, and should learn. Today's digital technology influences the mathematics curriculum in two quite different ways. One influence is on the delivery of mathematics through hardware such as desktops, laptops, and tablets. Another influence is on the doing of mathematics using software available on this hardware, but also available on the internet, calculators, or smart phones. These developments, rapidly increasing in their availability and decreasing in their cost, raise fundamental questions regarding a mathematics curriculum that has traditionally been focused on paper-and-pencil work and taught in many places as a set of rules to be practiced and learned. This volume presents the talks given at a conference held in 2014 at the University of Chicago, sponsored by the Center for the Study of Mathematics Curriculum. The speakers - experts from around the world and inside the USA - were asked to discuss one or more of the following topics: changes in the nature and creation of curricular materials available to students transformations in how students learn and how they demonstrate their learning rethinking the role of the teacher and how students and teachers interact within a classroom and across distances from each other The result is a set of articles that are interesting and captivating, and challenge us to examine how the learning of mathematics can and should be affected by today's technology.

Curriculum can be defined in a variety of ways. It might be viewed as a body of knowledge, a product, or a process. Curricula can differ as they are conceptualized from various theoretical perspectives to address the needs of teachers, students, and the context of schooling. One reason to study curriculum is "to reveal the expectations, processes and outcomes of students' school learning experiences that are situated in different cultural and system contexts. ... further studies of curriculum practices and changes aremuch needed to help ensure the success of educational reforms in the different cultural and system contexts" (Kulm & Li, 2009, p.709). This volume highlights international perspectives on curriculum and aims to broaden the wider mathematics education community's understandings of mathematics curriculum through viewing a variety of ways that curricula are developed, understood, and implemented in different jurisdictions/countries. Within this volume, we define curriculum broadly as the set of mathematics standards or outcomes, the messages inherent in mathematics curriculum documents and resources, how these standards are understood by a variety of stakeholders, and how they are enacted in classrooms. The focus is on the written, implied, and enacted curriculum in various educational settings throughout the world.

A resource guide to curriculum materials that incorporates workplace experiences in science, mathematics, and technology education.