Mathematics Curriculum in School Education [electronic resource] / edited by Yeping Li, Glenda Lappan.

Mathematics Curriculum in School Education Editors: Yeping Li (Texas A&M University, USA) Glenda Lappan (Michigan State University, USA) Part I: Introduction and Perspectives -- Chapter 1 Mathematics curriculum in school education: Advancing research and practices from an international perspective: Yeping LI, Glenda LAPPAN -- Chapter 2 Curriculum design and systemic change: Hugh BURKHARDT -- Chapter 3 Mathematics curriculum policies and practices in the U.S.: The Common Core State Standards initiative: Barbara J. REYS -- Chapter 4 Reflections on curricular change: Alan SCHOENFELD -- Part II: Curriculum and Policy -- Preface: Glenda LAPPAN, Yeping LI -- Chapter 5 Mathematics curriculum policies: A framework with case studies from Japan, Korea, and Singapore: Khoon Yoong WONG et al -- Chapter 6: Decision making in the mathematics curricula among the Chinese mainland, Hong Kong and Taiwan: Hak Ping TAM et al -- Chapter 7 Potential impact of the Common Core Mathematics Standards on the American curriculum: Hung-Hsi WU -- Chapter 8 Brief considerations on educational directives and public policies in Brazil regarding mathematics education: Antonio Vicente Marafioti GARNICA -- Chapter 9 The Australian Curriculum: Mathematics - How did it come about? What challenges does it present for teachers and for the teaching of mathematics? Max STEPHENS -- Part III: Curriculum Development and Analysis -- Preface: Yeping LI, Glenda LAPPAN -- Chapter 10 Three pillars of first grade mathematics and beyond: Roger HOWE -- Chapter 11 Forging new opportunities for problem solving in Australian mathematics classrooms through the first national mathematics curriculum: Judy ANDERSON -- Chapter 12 Freedom of design: The multiple faces of subtraction in Dutch primary school textbooks: Marc van ZANTEN, Marja VAN DEN HEUVEL-PANHUIZEN -- Chapter 13 Changes to the Korean mathematics curriculum: Expectations and challenges: JeongSuk PANG -- Chapter 14 The Singapore mathematics curriculum development - A mixed model approach: Ngan Hoe LEE -- Chapter 15 School mathematics textbook design and development practices in China: Yeping LI et al -- Part IV: Curriculum, Teacher, and Teaching -- Preface: James FEY -- Chapter 16 Teachers as participants in textbook development: The integrated mathematics wiki-book project: Ruhama EVEN, Shai OLSHER -- Chapter 17 Mathematics teacher development in the context of district managed curriculum: Mary Kay STEIN et al -- Chapter 18 Curriculum, teachers and teaching: Experiences from systemic and local curriculum change in England: Margaret BROWN, Jeremy HODGEN -- Chapter 19 Teaching mathematics using standards-based and traditional curricula: A case of variable ideas: Jinfa CAI et al -- Chapter 20 Supporting the effective implementation of a new mathematics curriculum: A case study of school-based lesson study at a Japanese public elementary school: Akihiko TAKAHASHI -- Chapter 21 Does classroom instruction stick to textbooks? - A case study of fraction division: Rongjin HUANG -- Part V: Curriculum and Student Learning -- Preface: Dylan WILIAM -- Chapter 22: Curriculum and achievement in Algebra 2: Influences of textbooks and teachers on students' learning about functions: Sharon L. SENK -- Chapter 23 The impact of a standards-based mathematics curriculum on classroom instruction and student performance: The case of Mathematics in Context: Mary C. SHAFER -- Chapter 24 Curriculum intent, teacher professional development and student learning in numeracy: Vincent GEIGER -- Chapter 25 Learning paths and learning supports for conceptual addition and subtraction in the US Common Core State Standards and in the Chinese standards: Karen C. FUSON -- Chapter 26 The virtual curriculum: New ontologies for a mobile mathematics: Nathalie SINCLAIR -- Part VI: Cross-national Comparison and Commentary -- Chapter 27 Forty-eight years of international comparisons in mathematics education from a United States perspective: What have we learned? Zalman USISKIN -- Chapter 28 (Mathematics) curriculum, teaching and learning: Ngai-Ying WONG -- Chapter 29 Improving the alignment between values, principles and classroom realities: Malcolm SWAN.