Proceedings of the Ninth International Congress on by Hiroshi Fujita, Yoshihiko Hashimoto, Bernard R. Hodgson, PDF

By Hiroshi Fujita, Yoshihiko Hashimoto, Bernard R. Hodgson, Peng Yee Lee, Stephen Lerman (auth.), Hiroshi Fujita, Yoshihiko Hashimoto, Bernard R. Hodgson, Peng Yee Lee, Stephen Lerman, Toshio Sawada (eds.)

ISBN-10: 1402079028

ISBN-13: 9781402079023

ISBN-10: 9401090467

ISBN-13: 9789401090469

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H. T. Wee from Singapore. We appreciate these works and efforts, but still we want a more coherent movement on a firm philosophical basis for reform/improvement of mathematics education that can be regarded as a counterpart of the Perry Movement around a century ago. In terms of the great peaks in the history of mathematics, we can say that John Perry wanted to innovate mathematics education at that time on his appreciation of the second peak, Calculus, and from his strong emphasis upon the merits and utility of learning mathematics (J.

Sci. Educ. 9 (1985), pp. 39-52. [2] H. Fujita: The present state and current problems of mathematics education at the senior secondary level in Japan, Developmel1t in School Mathematics Education around the World, voLl, NCTM and UCSMP, 1987, pp. 191-224. [3] H. Fujita, T. Miwa and J. 2, NCTM and UCSMP, 1991, pp. 31-52. [4] H. Fujita: Principles in organizing the university mathematics curriculum for scientists and engineers, Pmc. SEACME-6, 1993, Surabaya, Indonesia, pp. 1-11. [5] H. Fujita: High Lights and Shadows of Current Japanese National Curriculum of Mathematics fOr Secondary Schools, 8th International Congl'ess on Mathematical Education.

Mathematics for all' could be a slogan for this development. When it comes to the objects and phenomena studied in research, mathematics educators in the 1960's and 70's were predominantly preoccupied with the mathematical curriculum and with ways of teaching it (for a similar observation, see Kilpatrick, 1~92, p. 22). This was in continuation of the prevalent preoccupation in the first part 'of the century. Traditionally, the underlying, often implicit, issues were to identify, structure, sequence and organise 'the right content' and to devise and implement 'the right mode of presentation': What topics should be included, on what conceptual 'basis, and in what order?

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Proceedings of the Ninth International Congress on Mathematical Education: 2000 Makuhari Japan by Hiroshi Fujita, Yoshihiko Hashimoto, Bernard R. Hodgson, Peng Yee Lee, Stephen Lerman (auth.), Hiroshi Fujita, Yoshihiko Hashimoto, Bernard R. Hodgson, Peng Yee Lee, Stephen Lerman, Toshio Sawada (eds.)


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