Return to search

Changes in the North Carolina Mathematics Curriculum: A Comparative Study, 1920s, 1930’s with 2003

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.

Identiferoai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:1776
Date07 May 2012
CreatorsLock, Corey, Pugalee, David
ContributorsHTW Dresden
Source SetsHochschulschriftenserver (HSSS) der SLUB Dresden
LanguageEnglish
Detected LanguageEnglish
Typedoc-type:conferenceObject, info:eu-repo/semantics/conferenceObject, doc-type:Text
SourceProceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 376 - 377
Rightsinfo:eu-repo/semantics/openAccess
Relationurn:nbn:de:bsz:14-qucosa-79236, qucosa:1658

Page generated in 0.0018 seconds