Curriculum, as a cultural and system-specific artifact, outlines mathematics teaching and learning activities in school education. Studies of curriculum and its changes are thus important to reveal the expectations, processes and outcomes of students’ school learning experiences that are situated in different cultural and system contexts. In this article, we aim to propose a framework that can help readers to develop a better understanding of curriculum practices and changes in China and/or the USA that have been reported and discussed in articles published in this themed issue. Going beyond the selected education systems, further studies of curriculum practices and changes are much needed to help ensure the success of educational reforms in the different cultural and system contexts.
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 2 months ago
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 9 months ago
- RT @SpringerEdu: Teachers’ talk about the mathematical practice of attending to precision link.springer.com/article/10.100… 9 months ago
- RT @SpringerEdu: RT @authorzone: Discover what English-language #SpringerNature books topped 2017’s list in downloads, citations, and menti… 9 months ago
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 1 year ago