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Re-looking at the impact of technology on the development of mathematics curriculum from two cases in China and Singapore

Fan, Lianghuo (2011) Re-looking at the impact of technology on the development of mathematics curriculum from two cases in China and Singapore At The Tenth International Conference on Technology in Mathematics Teaching, United Kingdom. 05 - 08 Jul 2011.

Record type: Conference or Workshop Item (Other)

Abstract

The last two decades or so have witnessed the increasing impact of technology on mathematics teaching, learning and assessment. The rapid increase of impact is particularly evident in the development of mathematics curriculum. In this article, the author will draw on his recent experience as chief editor of two latest series of secondary mathematics textbooks developed and published in China and Singapore respectively, examine the impact of technology on the development of mathematics curriculum, and discuss the future direction of using technology in curriculum development. Based on the two cases of curriculum development in China and Singapore, this article argues that modern information and communication technology has not only impacted what to teach and how to teach, but also why to teach. In relation to this, technology must be reflected and, more importantly, embedded into the development of mathematics curriculum including textbooks, which is a most important pedagogical resource for teaching and learning. How this can be achieved is also discussed in the paper, mainly with the examples from the two cases in China and Singapore

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More information

Published date: July 2011
Venue - Dates: The Tenth International Conference on Technology in Mathematics Teaching, United Kingdom, 2011-07-05 - 2011-07-08
Related URLs:
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 201717
URI: http://eprints.soton.ac.uk/id/eprint/201717
PURE UUID: ee6659be-c45c-4a29-8104-def5094e2aaf

Catalogue record

Date deposited: 03 Nov 2011 08:46
Last modified: 18 Jul 2017 11:12

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