A Rationale for the Junior-Senior Secondary Mathematics Curriculum 2.0

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Research in Education Pub Date : 2021-12-15 DOI:10.37119/ojs2021.v27i1.494

G. Aikenhead

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Abstract

This paper proposes a rationale that supports a renewal of our predominantly 19th century curriculum for Grades 7–12, identified as Mathematics 1.0. It was originally established in the mid 1800s to prepare learners mostly from upper-class families to succeed in a post-industrial society. Today’s digital revolution has changed society remarkably, and the variety of learners has certainly broadened, but Mathematics 1.0 fundamentally remains the same Plato-based (Platonist) curriculum due to its social-political power, which is documented in the article. The major changes to society’s culture and the composition of learners have caused faults in Mathematics 1.0 (e.g., a relevance deficit). For the majority of learners, school mathematics has mostly become an obsolete, inequitable, and harmful rite-of-passage into adulthood, to varying degrees. A renewed curriculum, Mathematics 2.0, is rationalized and specific suggestions are offered. The minority of learners who successfully pursue mathematics to varying degrees would experience small changes in their new Mathematics 1.2. Keywords: school mathematics, humanistic, curriculum differentiation, relevance

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初高中数学课程2.0的基本原理

本文提出了一个基本原理，支持更新以19世纪课程为主的7-12年级课程，即数学1.0。它最初成立于19世纪中期，主要是为了培养来自上流社会家庭的学生在后工业社会中取得成功。今天的数字革命已经显著地改变了社会，学习者的种类当然也扩大了，但由于其社会政治力量，数学1.0基本上仍然是相同的柏拉图(柏拉图主义)课程，这在文章中有记载。社会文化和学习者构成的重大变化导致了数学1.0的缺陷(例如相关性缺陷)。对大多数学习者来说，学校数学在不同程度上已经成为一种过时的、不公平的、有害的成年仪式。修订后的课程“数学2.0”被合理化，并提出了具体建议。少数在不同程度上成功学习数学的学习者将在新的数学1.2中经历一些小的变化。关键词:学校数学，人文，课程差异化，关联性

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来源期刊

Research in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.70%

发文量

期刊介绍： Research in Education has an established focus on the sociology and psychology of education and gives increased emphasis to current practical issues of direct interest to those in the teaching profession.