Abstract
It would be convenient to know the dynamics of curricular changes. What brings them about and how can changes occur? Even though it seems hard to say anything of a general nature on these questions, it is a fact that good ideas cannot always be implemented. There will always be boundary conditions determined among other things by what teachers are prepared to teach and what changes governments are prepared to pay for. To make significant changes in a curriculum the level of knowledge and the level of educational and pedagogical consciousness of teachers are decisive factors. It is not enough to have a few enthusiastic and very competent teachers. Eventually, a well qualified teacher is needed in every classroom in every school. In this respect the change of a curriculum has to start at the teacher-level. First one must train a sufficient number of teachers to master the new material. Altogether it takes years of dedicated work to change a curriculum in a subject like mathematics. In this chapter we are primarily concerned with the curriculum in geometry. It goes without saying that introducing more geometry will reduce time for other mathematics, and hence there is a need for an integrated curriculum in mathematics.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
DIEUDONNé, J.: The universal domination of geometry, Zentralbl. fÜr Didakt. der Math. 13, 5–7, 1981.
Fisher, N.D; Keynes, H.B. & Wagreigh, P.D.(EDS): Mathematicians and education reform 1990—1991, Issues in Mathematics Education, Vol. 3, American Mathematical Society, Providence, RI, 1992.
Freudenthal, H.: Mathematics as an Educational Task, Reidel Publ. Co., 1973.
Grünbaum, B.: Shouldn’t we teach geometry, in “Proceedings of the 4. International Congress on Mathematical Education” (M. Zweng, T. Green, J. Kilpatrick, H. Pollak, M. Suydam, Eds), BirkhaÜser, Boston, MA, 165–167, 1983.
VAN HIELE-Geldof, D.: De didaktiek van de meetkunde in de eerste klass van het V.H.M.O., Ph.D. Thesis, Utrecht, 1957.
Howson, G.: National curricula in mathematics, Mathematical Association, Leicester, UK, 1991.
Steiner, H.G. (ED): Comparative Studies of Mathematics Curricula-Change and Stability 1960–1980, Materialien und Studien, Band 19, Institut fÜr Didaktik der Mathematik der Universität Bielefeld, 1980.
Wittmann, E.C. & Müller, G.: When is a proof a proof?, Bulletin de la Société Mathématique de Belgique, Vol. Xlii, No. 4, 15–42, 1990.
References
Vasco, CE.: Learning elementary school mathematics as a culturally conditioned process, in “The cultural transition: Human experience and social transformation in the Third World and Japan” (M.I. White and S. Pollak, Eds), Routledge and Kegan Paul, Boston-London, pp. 141–175, 1996.
Vasco, CE.: Conjuntos, estructuras y sistemas, Revista de la Academia Colombiana de Ciencias Exactas, Fisicas y Naturales, 18(69), 211–223, 1991.
Vasco, CE.: Geometria activa y geometria de las transformaciones, Revista de la Facultad de Ciencia y Tecnologîa (Universidad Pedagógica Nacional, Bogota), n. 2, 1–6, 1992.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1998 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Hansen, V.L. et al. (1998). Changes and Trends in Geometry Curricula. In: Mammana, C., Villani, V. (eds) Perspectives on the Teaching of Geometry for the 21st Century. New ICMI Study Series, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-5226-6_8
Download citation
DOI: https://doi.org/10.1007/978-94-011-5226-6_8
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-4991-4
Online ISBN: 978-94-011-5226-6
eBook Packages: Springer Book Archive