Mathematics curriculum reform in the U.S., Finland, Sweden and Flanders: region-wide coherence versus teacher involvement?

Hendrik Van Steenbrugge; Heidi Krzywacki; Janine Remillard; Rowan Machalow; Tuula Koljonen; Kirsti Hemmi; Yanning Yu

Mathematics curriculum reform in the U.S., Finland, Sweden and Flanders: region-wide coherence versus teacher involvement?

Hendrik Van Steenbrugge, Heidi Krzywacki, Janine Remillard, Rowan Machalow, Tuula Koljonen, Kirsti Hemmi, Yanning Yu

Forskningsoutput: Kapitel i bok/rapport/konferenshandling › Konferensbidrag › Vetenskaplig › Peer review

Originalspråk	engelska
Titel på värdpublikation	Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education
Redaktörer	Mellony Graven, Hamsa Venkat, Anthony A. Essien, Pamela Vale
Antal sidor	8
Volym	Vol. 3
Utgivningsort	Pretoria, South Africa
Förlag	PME International Group for the Psychology of Mathematics Education
Utgivningsdatum	2019
Sidor	406-413
ISBN (tryckt)	978-0-6398215-4-2
ISBN (elektroniskt)	978-0-6398215-5-9
Status	Publicerad - 2019
MoE-publikationstyp	A4 Artikel i en konferenspublikation
Evenemang	43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, PME 43 - Pretoria, Sydafrika Varaktighet: 7 juli 2019 → 12 juli 2019 Konferensnummer: 43

Vetenskapsgrenar

516 Pedagogik

Åtkomst av dokument

Steenbrugge Krzywacki et al PME 2019 Mathematics curriculum reform_Slutlig publicerad version, 613 KB

Citera det här

Van Steenbrugge, H., Krzywacki, H., Remillard, J., Machalow, R., Koljonen, T., Hemmi, K., & Yu, Y. (2019). Mathematics curriculum reform in the U.S., Finland, Sweden and Flanders: region-wide coherence versus teacher involvement? I M. Graven, H. Venkat, A. A. Essien, & P. Vale (Red.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. Vol. 3, s. 406-413). PME International Group for the Psychology of Mathematics Education. https://drive.google.com/open?id=16UA6cuERpZV42hQvsgN0Sl12-1McmEqD

Van Steenbrugge, Hendrik ; Krzywacki, Heidi ; Remillard, Janine et al. / Mathematics curriculum reform in the U.S., Finland, Sweden and Flanders : region-wide coherence versus teacher involvement?. Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. redaktör / Mellony Graven ; Hamsa Venkat ; Anthony A. Essien ; Pamela Vale. Vol. Vol. 3 Pretoria, South Africa : PME International Group for the Psychology of Mathematics Education, 2019. s. 406-413

@inproceedings{af02117349454a54a237c725c819679f,

title = "Mathematics curriculum reform in the U.S., Finland, Sweden and Flanders: region-wide coherence versus teacher involvement?",

keywords = "516 Educational sciences",

author = "{Van Steenbrugge}, Hendrik and Heidi Krzywacki and Janine Remillard and Rowan Machalow and Tuula Koljonen and Kirsti Hemmi and Yanning Yu",

year = "2019",

language = "English",

isbn = "978-0-6398215-4-2",

volume = "Vol. 3",

pages = "406--413",

editor = "Mellony Graven and Hamsa Venkat and Essien, {Anthony A.} and Pamela Vale",

booktitle = "Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education",

publisher = "PME International Group for the Psychology of Mathematics Education",

address = "Sweden",

note = "43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, PME 43, PME ; Conference date: 07-07-2019 Through 12-07-2019",

}

Van Steenbrugge, H, Krzywacki, H, Remillard, J, Machalow, R, Koljonen, T, Hemmi, K & Yu, Y 2019, Mathematics curriculum reform in the U.S., Finland, Sweden and Flanders: region-wide coherence versus teacher involvement? i M Graven, H Venkat, AA Essien & P Vale (red), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. vol. Vol. 3, PME International Group for the Psychology of Mathematics Education, Pretoria, South Africa, s. 406-413, 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, PME 43, Pretoria, Sydafrika, 07/07/2019. <https://drive.google.com/open?id=16UA6cuERpZV42hQvsgN0Sl12-1McmEqD>

Mathematics curriculum reform in the U.S., Finland, Sweden and Flanders : region-wide coherence versus teacher involvement? / Van Steenbrugge, Hendrik; Krzywacki, Heidi; Remillard, Janine et al.

Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. red. / Mellony Graven; Hamsa Venkat; Anthony A. Essien; Pamela Vale. Vol. Vol. 3 Pretoria, South Africa : PME International Group for the Psychology of Mathematics Education, 2019. s. 406-413.

Forskningsoutput: Kapitel i bok/rapport/konferenshandling › Konferensbidrag › Vetenskaplig › Peer review

TY - GEN

T1 - Mathematics curriculum reform in the U.S., Finland, Sweden and Flanders

T2 - 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education, PME 43

AU - Van Steenbrugge, Hendrik

AU - Krzywacki, Heidi

AU - Remillard, Janine

AU - Machalow, Rowan

AU - Koljonen, Tuula

AU - Hemmi, Kirsti

AU - Yu, Yanning

N1 - Conference code: 43

PY - 2019

Y1 - 2019

KW - 516 Educational sciences

M3 - Conference contribution

SN - 978-0-6398215-4-2

VL - Vol. 3

SP - 406

EP - 413

BT - Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education

A2 - Graven, Mellony

A2 - Venkat, Hamsa

A2 - Essien, Anthony A.

A2 - Vale, Pamela

PB - PME International Group for the Psychology of Mathematics Education

CY - Pretoria, South Africa

Y2 - 7 July 2019 through 12 July 2019

ER -

Van Steenbrugge H, Krzywacki H, Remillard J, Machalow R, Koljonen T, Hemmi K et al. Mathematics curriculum reform in the U.S., Finland, Sweden and Flanders: region-wide coherence versus teacher involvement? I Graven M, Venkat H, Essien AA, Vale P, redaktörer, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education. Vol. Vol. 3. Pretoria, South Africa: PME International Group for the Psychology of Mathematics Education. 2019. s. 406-413