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dc.contributor.authorRafiepour, Abolfazl
dc.contributor.authorFarsani, Danyal
dc.coverage.spatialIndonesiaes
dc.date.accessioned2021-12-10T13:23:30Z
dc.date.available2021-12-10T13:23:30Z
dc.date.issued2021-09
dc.identifier.citationRafiepour, A., & Farsani, D. (2021). Cultural Historical Review of Iranian School Mathematics Curriculum: The Role of Computational Thinking. Journal on Mathematics Education, 12(3), 411-426. http://doi.org/10.22342/jme.12.3.14296.411-426es
dc.identifier.issn2407-0610
dc.identifier.otherhttps://orcid.org/ 0000-0002-9412-3161es
dc.identifier.otherhttp://doi.org/10.22342/jme.12.3.14296.411-426
dc.identifier.urihttp://hdl.handle.net/20.500.12254/2087
dc.description.abstractIn this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.es
dc.description.abstractPada artikel ini, enam perubahan kurikulum matematika di Iran akan dibahas, mulai dari tahun 1900 hingga saat ini. Pada awalnya, kekuatan perubahan, hambatan, dan fitur utama dari setiap reformasi kurikulum akan terwakili. Pada lima perubahan kurikulum pertama dideskripsikan secara singkat dan reformasi kurikulum keenam dan yang terbaru akan diuraikan. Pada tulisan ini, kami menyebut reformasi kurikulum yang terakhir sebagai perubahan kurikulum matematika sekolah kontemporer. Reformasi kurikulum (kontemporer) yang terbaru ini akan dijelaskan secara lebih rinci, diikuti dengan diskusi tentang pengaruh globalisasi dan temuan penelitian di bidang matematika dan pendidikan matematika (dalam kurikulum matematika di Iran). Secara keseluruhan, tiga gagasan utama yang dibedakan sebagai efek globalisasi, diantaranya “Matematika Baru”, “Studi Perbandingan Internasional”, dan “Berfikir Komputasi”. Terakhir, makalah ini mengomentari pentingnya memberikan perhatian lebih pada teknologi informasi dan komunikasi sebagai bagian dari globalisasi; khususnya, mengingatkan para pembuat kebijakan untuk mempertimbangkan "Berfikir Komputasi" sebagai komponen penting dalam desain kurikulum di masa depan.
dc.description.sponsorshipChilean National Agency for Research and Development, ANID/PAI 77200008.es
dc.language.isoenes
dc.publisherResearch on Mathematics Educationes
dc.relation.ispartofseriesResearch on Mathematics Education;12(3)
dc.rightsAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subject.otherSchool mathematics curriculumes
dc.subject.otherGlobalizationes
dc.subject.otherCurriculum changees
dc.subject.otherComputational thinkinges
dc.subject.otherBerpikir komputasies
dc.subject.otherKurikulum matematika sekolahes
dc.subject.otherGlobalisasies
dc.subject.otherPerubahan kurikulumes
dc.titleCultural historical analysis of Iranian school mathematics curriculum: The role of computational thinkinges
dc.typeArtículoes


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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
Except where otherwise noted, this item's license is described as Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)