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1	A program for reducing teacher's resistance to changes in curriculum in centralized education systems. An experience on changes of mathematics text books in Iran based on distinction results Ketabdar, Zohreh 02 May 2012 (has links) (PDF) Curricula in concentrated educational systems are prepared from an upper-stream reference and hand over teachers’ disposal. Curricula in Iran are compiled in the so-called math curriculum development office and then put at the disposal of teachers. The researches in this regard show that such plans provide some resistance against executing it which are named teacher - proof programs, even it changed to some extent for accept ion, its execution is suspeciable. This research first explains how math books of middle grade were changed as a result of investigations on TIMSS result in year 1995. These investigation show Iranian Books are weakness in problem solving methods as Polya had said. And so curricula developers in Iran tried to integrate Polya\\\'s method in math books and changed curricula based these frame work. Then, it shows how teachers treated these changes. The finding of analyzing the data has been collected in this research through observations and interviews. It is intended that teachers resist against these changes. Finally according to this research, we suggest a model which we refer if it is used through concentrated educational system, we could expect teachers tolerance against the changes would be decreased and so compiled curricula further matched to executed curricula. Lehrplanänderungen Wissenschaft Einstellung Geschicklichkeit Problemlösung Berufsausbildung changes in curriculum science attitude skill problem solving job training during service ddc:510 rvk:SD 2009
2	A program for reducing teacher''s resistance to changes in curriculum in centralized education systems. An experience on changes of mathematics text books in Iran based on distinction results Ketabdar, Zohreh 02 May 2012 (has links) Curricula in concentrated educational systems are prepared from an upper-stream reference and hand over teachers’ disposal. Curricula in Iran are compiled in the so-called math curriculum development office and then put at the disposal of teachers. The researches in this regard show that such plans provide some resistance against executing it which are named teacher - proof programs, even it changed to some extent for accept ion, its execution is suspeciable. This research first explains how math books of middle grade were changed as a result of investigations on TIMSS result in year 1995. These investigation show Iranian Books are weakness in problem solving methods as Polya had said. And so curricula developers in Iran tried to integrate Polya\\\''s method in math books and changed curricula based these frame work. Then, it shows how teachers treated these changes. The finding of analyzing the data has been collected in this research through observations and interviews. It is intended that teachers resist against these changes. Finally according to this research, we suggest a model which we refer if it is used through concentrated educational system, we could expect teachers tolerance against the changes would be decreased and so compiled curricula further matched to executed curricula. info:eu-repo/classification/ddc/510 ddc:510
3	Mathematics and Mathematics Education Development in Finland: the impact of curriculum changes on IEA, IMO and PISA results Malaty, George 07 May 2012 (has links) (PDF) Mathematics has got roots in Finland in the last quarter of the 19th century and came to flourish in the first quarter of the next century. In the first quarter of the 20th century, mathematicians were involved in teaching mathematics at schools and writing school textbooks. This involvement decreased and came to an end by the launching of the ‘New Math’ project. Mathematics education for elite was of positive affect to higher education, and this has changed by the spread of education, the decrease of mathematics teaching hours at schools and the changes in school mathematical curricula. The impact of curriculum changes is evident in Finnish students’ performance in the IEA comparative studies, PISA and IMO. Mittag-Leffler Hjalmar Mellin Ernst Leonard Lindelöf Rolf Herman Nevanlinna Lars Valerian Ahlfors Ernst Bonsdorff Kalle Väisälä Elite Lehrplanänderungen Unterrichtsstunden Bildungsreformen Mathematikolympiaden Vergleichsstudien IEA TIMSS PISA PISA Formeln Algorithmen Unlogisches Problemlösen Alltagsmathematik Mittag-Leffler Hjalmar Mellin Ernst Leonard Lindelöf Rolf Herman Nevanlinna Lars Valerian Ahlfors Ernst Bonsdorff Kalle Väisälä elite curriculum changes teaching hours reforms Olympiads comparative studies IEA TIMSS PISA PISA formulas algorithms illogic problem-solving everyday life mathematics ddc:510 rvk:SD 2009
4	Mathematics and Mathematics Education Development in Finland: the impact of curriculum changes on IEA, IMO and PISA results Malaty, George 07 May 2012 (has links) Mathematics has got roots in Finland in the last quarter of the 19th century and came to flourish in the first quarter of the next century. In the first quarter of the 20th century, mathematicians were involved in teaching mathematics at schools and writing school textbooks. This involvement decreased and came to an end by the launching of the ‘New Math’ project. Mathematics education for elite was of positive affect to higher education, and this has changed by the spread of education, the decrease of mathematics teaching hours at schools and the changes in school mathematical curricula. The impact of curriculum changes is evident in Finnish students’ performance in the IEA comparative studies, PISA and IMO. info:eu-repo/classification/ddc/510 ddc:510

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