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RT Book, Whole SR Electronic DC OPAC T1 Transnational Synergies in School Mathematics and Science Debates / by Roger Openshaw, Margaret Walshaw T2 Palgrave Studies in Excellence and Equity in Global Education. ISSN:29475953 A1 Openshaw, Roger A1 Walshaw, Margaret A1 SpringerLink (Online service) YR 2019 FD 2019 SP X, 206 p. 1 illus K1 Mathematics -- Study and teaching K1 Education -- History K1 Science -- Study and teaching K1 International education K1 Comparative education K1 Schools K1 Mathematics Education K1 History of Education K1 Science Education K1 International and Comparative Education K1 School and Schooling ED 1st ed. 2019. PB Springer International Publishing : Imprint: Palgrave Macmillan PP Cham SN 9783030282691 LA English (英語) CL LCC:QA10.92-20 CL DC23:510.71 NO Chapter 1. Introducing transnational synergies in school mathematics and science debates -- Chapter 2. Interrogating equity and excellence -- Chapter 3. Mathematics and science equity of the interwar years -- Chapter 4. The rise and fall of P.S.S.C. physics -- Chapter 5. The ascent of the 'New Mathematics', 1957-1970 -- Chapter 6. Repurposing mathematics and science -- Chapter 7. Major overhauls of the education system -- Chapter 8. Unpacking curricula and standards -- Chapter 9. Ramping up accountability -- Chapter 10. Looking back and looking forward NO This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived ‘crisis’ been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates. NO HTTP:URL=https://doi.org/10.1007/978-3-030-28269-1 NO 書誌ID=EB16357304; LK [E Book]https://doi.org/10.1007/978-3-030-28269-1 OL 30