This book sheds light on school mathematics curricula in Asian countries, including their design and the recent reforms that have been initiated. By discussing and analyzing various problematic aspects of curriculum development and implementation in a number of East and South Asian countries and offering insights into these countries' unique approaches to supplementing school mathematics curricula, it contributes to shaping effective policies for implementation, assessment and monitoring of curricula. The book covers a wide range of issues: curriculum design, localization of curricula, directions of curricular reforms, mathematics textbooks, assessment within the curriculum and teachers' professional development, which are of interest to a wide international audience.

Autorentext
Catherine P. VISTRO-YU is a Professor at the Mathematics Department, School of Science and Engineering, Ateneo de Manila University, Philippines, where she coordinates the department's master's and doctoral programs in Mathematics Education. She was the Philippine representative to the International Commission on Mathematical Instruction (ICMI) from 2008-2016, and was a member of the ICMI Executive Committee from 2013-2016. She now serves on the International Program Committee of the 14th International Congress on Mathematical Education (ICME 14).
TOH Tin Lam is an Associate Professor and the Deputy Head of Mathematics & Mathematics Academic Group at the Singapore National Institute of Education.  He was a classroom teacher and obtained a PhD (Mathematics) at the National University of Singapore. He continues to pursue research on both mathematics and mathematics education, and publishes extensively in international refereed journals. He has been involved in several mathematics education research projects that have impacted Singapore schools: mathematical problem solving, use of comics in teaching mathematics and calculus teaching in schools.

Inhalt

1 School Mathematics Curricular Reform: An Asian Experience.- Section I.- 2 Evolution of Singapore's School Mathematics Curriculum.- 3 New School Mathematics Curricula, PISA and PMRI in Indonesia.- 4 A New Model of Mathematics Curriculum and Instruction System in Thailand.- Section II.- 5 Incorporating National Assessment into Curriculum Design and Instruction: An Approach in Japan.- 6 Representation of Algebra Concepts in Singapore Secondary Mathematics Textbooks.- 7 Current Mathematics Curriculum of South Korea and Its Embodiment into Textbooks.- 8 Research and Development of Mathematics-Grounding Activity Modules as a Part of Curriculum in Taiwan.- Section III.- 9 Issues of Mathematics Curriculum in Japan: Changing Curriculum Policies and Developing Curriculum Frameworks for Mathematics.- 10 Implementation of School-based Assessments (SBA) in Malaysian Primary Mathematics Curriculum: Issues and Challenges.- 12 Challenges in School Mathematics Curriculum Reform in India: Transforming Teacher Practices through Pedagogical Innovations.