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.
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 2 months ago
- RT @velonews: Time trials can be a snooze, but the elite men’s ITT championship race was quite the opposite. velonews.com/2017/09/news/b… 2 months ago
- RT @UMichFootball: It’s GAME DAY! And we’re back home! #GoBlue https://t.co/2D0LrxW26l 3 months ago
- RT @UMichFootball: Tomorrow, the Wolverines return to The Big House. “You get chills.” #GoBlue https://t.co/syU3YHTUxn 3 months ago
- RT @SpringerEdu: Special Issue from ZDM! Digital Curricula in Mathematics Education. Interested? Check this out link.springer.com/journal/11858/… htt… 3 months ago