id: 06117504
dt: a
an: 2013a.00173
au: Cai, Jinfa; Howson, Geoffrey
ti: Toward an international mathematics curriculum.
so: Clements, M. A. (ed.) et al., Third international handbook of mathematics
    education. Berlin: Springer (ISBN 978-1-4614-4683-5/hbk;
    978-1-4614-4684-2/ebook). Springer International Handbooks of Education
    27, 949-974 (2013).
py: 2013
pu: Berlin: Springer
la: EN
cc: B70 B10 D30 A40
ut: curriculum; international curriculum; globalization; internationalization;
    learning goals; examinations; creativity; thinking skills; conceptual
    understanding; procedural skills
ci: 
li: doi:10.1007/978-1-4614-4684-2_29
ab: Summary: This chapter revisits the notion of an international curriculum,
    analyzing the various forces that might push countries toward one and
    reasons why countries should develop their own distinct curricula. We
    first describe the term curriculum to set the stage for our later
    discussion. We then discuss, in turn, common influences for curriculum
    change, common learning goals, common driving forces of public
    examinations, common emphases and treatments, and common issues for
    future curriculum development. Although the tendency for countries to
    include a more-and-more internationally-accepted core selection of
    topics in their national curricula is to a great extent both to be
    welcomed and expected, this move has had a potential negative effect on
    curriculum development. Significant work also remains to be done to
    explore the way in which new technology (especially digital technology)
    could affect both the mathematics included in the curriculum and how it
    could more effectively contribute to the teaching and learning of
    mathematics in general.
rv: