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Table of Contents
Intro; Series Editors' Introduction; Contents; Editors and Contributors; 1 School Mathematics Curricular Reform: An Asian Experience; 1.1 Background; 1.2 Purpose of the Book; 1.3 School Mathematics Curricula; 1.4 Glimpses of Mathematics Curricular Reforms in Asia; 1.4.1 On Content; 1.4.2 On Learners' Affective Dimension and the Learning Process; 1.4.3 Other Emerging Trends; 1.5 Potential Lessons to be Learned; 1.5.1 Chapter Contributions; 1.5.2 "So What?": More Take-Aways; 1.6 Looking Forward; References; Part I; Part1; 2 Evolution of Singapore's School Mathematics Curriculum
2.1 Introduction2.2 Developments that Shaped the Education System in the Last Six Decades; 2.2.1 1946-1965: Conflict-Resolution and Quantitative Expansion (Yip, Eng & Yap, 1990); 2.2.2 1965-1978: Qualitative Consolidation (Yip et al., 1990); 2.2.3 1978-1984: Refinements and New Strides (Yip et al., 1990); 2.2.4 1984-1996: Towards Excellence in Schools (Yip et al., 1990); 2.2.5 1996-2013: The Way Forward… (Kaur, 2002); 2.3 Developments in School Mathematics Curriculum During the Last Six Decades; 2.3.1 Diverse Beginnings…; 2.3.2 Keeping in Line with World Trends
2.3.3 Mathematics for Every Child2.3.4 Consolidation of Content; 2.3.5 Mathematics for Knowledge Based Economies; 2.4 Mathematics Courses at School; 2.4.1 Primary School Mathematics; 2.4.2 Secondary School Mathematics; 2.5 Singapore's Performance in TIMSS and PISA; 2.6 Concluding Remarks; References; 3 New School Mathematics Curricula, PISA and PMRI in Indonesia; 3.1 Introduction; 3.2 Why Curriculum 2013?; 3.3 Changes Effected in Curriculum 2013; 3.4 Pendidikan Matematika Realistik Indonesia (PMRI); 3.4.1 The Theory; 3.4.2 History of PMRI; 3.4.3 Curriculum Development in PMRI; 3.5 Conclusion
Strand 5: Data Analysis and ProbabilityStrand 5: Data Analysis and Probability; Strand 6: Mathematical Skills and Processes; References; Part II; Part2; 5 Incorporating National Assessment into Curriculum Design and Instruction: An Approach in Japan; 5.1 Introduction; 5.2 Designing School Mathematics Curricula; 5.3 Designing a School Mathematics Curriculum in Japan; 5.3.1 Planning and Implementing the Japanese Course of Study; 5.3.2 Assessing the CS; 5.4 Implementation of the NAAA; 5.4.1 Aim of the Assessment; 5.4.2 Content of the Assessment; 5.4.3 Method of Implementation
2.1 Introduction2.2 Developments that Shaped the Education System in the Last Six Decades; 2.2.1 1946-1965: Conflict-Resolution and Quantitative Expansion (Yip, Eng & Yap, 1990); 2.2.2 1965-1978: Qualitative Consolidation (Yip et al., 1990); 2.2.3 1978-1984: Refinements and New Strides (Yip et al., 1990); 2.2.4 1984-1996: Towards Excellence in Schools (Yip et al., 1990); 2.2.5 1996-2013: The Way Forward… (Kaur, 2002); 2.3 Developments in School Mathematics Curriculum During the Last Six Decades; 2.3.1 Diverse Beginnings…; 2.3.2 Keeping in Line with World Trends
2.3.3 Mathematics for Every Child2.3.4 Consolidation of Content; 2.3.5 Mathematics for Knowledge Based Economies; 2.4 Mathematics Courses at School; 2.4.1 Primary School Mathematics; 2.4.2 Secondary School Mathematics; 2.5 Singapore's Performance in TIMSS and PISA; 2.6 Concluding Remarks; References; 3 New School Mathematics Curricula, PISA and PMRI in Indonesia; 3.1 Introduction; 3.2 Why Curriculum 2013?; 3.3 Changes Effected in Curriculum 2013; 3.4 Pendidikan Matematika Realistik Indonesia (PMRI); 3.4.1 The Theory; 3.4.2 History of PMRI; 3.4.3 Curriculum Development in PMRI; 3.5 Conclusion
Strand 5: Data Analysis and ProbabilityStrand 5: Data Analysis and Probability; Strand 6: Mathematical Skills and Processes; References; Part II; Part2; 5 Incorporating National Assessment into Curriculum Design and Instruction: An Approach in Japan; 5.1 Introduction; 5.2 Designing School Mathematics Curricula; 5.3 Designing a School Mathematics Curriculum in Japan; 5.3.1 Planning and Implementing the Japanese Course of Study; 5.3.2 Assessing the CS; 5.4 Implementation of the NAAA; 5.4.1 Aim of the Assessment; 5.4.2 Content of the Assessment; 5.4.3 Method of Implementation