@inbook {MATHEDUC.06140271,
author = {Lock, Corey and Pugalee, David},
title = {Changes in the North Carolina mathematics curriculum: a comparative study, 1920s, 1930's with 2003.},
year = {2009},
booktitle = {Proceedings of the 10th international conference ``Models in Developing Mathematics Education'', Dresden, Saxony, Germany, September 11--17, 2009.},
isbn = {83-919465-9-2},
pages = {376-377},
publisher = {Dresden: Hochschule f\"ur Technik und Wirtschaft},
abstract = {Summary: The purpose of this paper is to compare curriculum documents for K-12 education from the state of North Carolina from two time periods, 1920s and 2003. The historical development of the mathematics curriculum in North Carolina provides a snapshot of the shifts in mathematics teaching and learning. North Carolina, a state in the southeast of the United States, has had a statewide standard course over a period spanning more than eighty years. A document analysis of printed curriculum standards from allows a description of the mathematics concepts and tasks that were expected of students in those years. The analysis revealed stark contrasts in the focus of mathematics from a very computational emphasis to one of problem solving. The analysis also highlighted the understanding of algebraic concepts and ideas as an essential outcome of current mathematics programs.},
msc2010 = {D30xx (A30xx)},
identifier = {2013b.00337},
}