Curriculum Reforms and the Construction of the Knowledge to Be Taught

Marianna Bosch*, Thu Huong Vu-Nhu, Dyana Wijayanti

*Autor corresponent d’aquest treball

Producció científica: Capítol de llibreCapítolAvaluat per experts

Resum

This chapter focuses on the question of the content and how it is treated and affected by past curriculum reforms. It addresses this question from a concrete perspective, the anthropological theory of the didactic, and by modelling curriculum reforms in terms of didactic transposition processes. Three cases studies form the core of the chapter. The first one illustrates the analysis in terms of didactic transposition processes by considering a piece of knowledge, proportionality, and the way it has been taught in three periods: before, during and after the New Maths reform. The second one focuses on an even smaller piece of knowledge, the notion of integral, and shows its destiny across different curriculum reforms in Vietnam before and after the reunification of the country. The last case illustrates a transposition phenomenon related to the elaboration and reception of the knowledge to be taught and how what teachers perceive as ‘the instruction time’ can also be related to the new organisation of content.

Idioma originalAnglès
Títol de la publicacióNew ICMI Study Series
EditorSpringer Science and Business Media B.V.
Pàgines101-111
Nombre de pàgines11
DOIs
Estat de la publicacióPublicada - 2023
Publicat externament

Sèrie de publicacions

NomNew ICMI Study Series
VolumPart F776
ISSN (imprès)1387-6872
ISSN (electrònic)2215-1745

Fingerprint

Navegar pels temes de recerca de 'Curriculum Reforms and the Construction of the Knowledge to Be Taught'. Junts formen un fingerprint únic.

Com citar-ho