Chapter,
What Theories and Methodologies Are Appropriate for Studying Phenomena Related to Mathematics Curriculum Reforms?
,
Editors: Renuka Vithal; Yoshinori Shimizu
Series:
DOI:
Contributors
Barquero, Berta
0000-0001-7228-6210
(Corresponding author)
[1]
Jessen, Britta Eyrich
0000-0003-0612-7558
[2]
Ruiz-Hidalgo, Juan Francisco
0000-0002-4805-6922
[3]
Affiliations
- [1] University of Barcelona [NORA names: Spain; Europe, EU; OECD];
- [2] University of Copenhagen [NORA names: KU University of Copenhagen; University; Denmark; Europe, EU; Nordic; OECD];
- [3] University of Granada [NORA names: Spain; Europe, EU; OECD];
- [4] University College London [NORA names: United Kingdom; Europe, Non-EU; OECD]
Abstract
This chapter provides an overview of theoretical frameworks and methodologies used to analyse a range of mathematics curriculum reforms from across the globe. The means for analysis that has been developed includes linking broad theoretical frameworks and the levels within these to the lines of research and research questions; units of analysis and data considered; methodological choices; and results obtained in case studies of mathematics curriculum reform. It is proposed that the approach developed and findings presented could inform more systematic and scientific approaches to the design of reforms as well as their analysis.
Keywords
Phenomena,
analysis,
approach,
case study,
cases,
choice,
curriculum reform,
data,
design,
design of reforms,
findings,
framework,
globe,
levels,
lines,
lines of research,
mathematics,
mathematics curriculum reform,
methodological choices,
methodology,
overview,
overview of theoretical frameworks,
questions,
reform,
research,
research questions,
results,
scientific approach,
theoretical framework,
theory
