
06140271
a
2013b.00337
Lock, Corey
Pugalee, David
Changes in the North Carolina mathematics curriculum: a comparative study, 1920s, 1930's with 2003.
Paditz, Ludwig (ed.) et al., Proceedings of the 10th international conference ``Models in Developing Mathematics Education'', Dresden, Saxony, Germany, September 1117, 2009. Dresden: Hochschule f\"ur Technik und Wirtschaft (ISBN 8391946592). 376377 (2009).
2009
Dresden: Hochschule f\"ur Technik und Wirtschaft
EN
D30
A30
curriculum development
history of mathematics education
United States
Summary: The purpose of this paper is to compare curriculum documents for K12 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.