ERIC Number: ED193068
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Conceptual Change Analysis: Implications for Mathematics and Curriculum Inquiry.
Two concerns labeled as fundamental to the field of curriculum are identified: (1) the identification of educational content, and (2) the development of ways to make it available to young people. These factors are reviewed from the perspective of their influence on the mathematics curriculum, with note that the critical integral relationship between them is inadequately addressed by curriculum theorists. An eclectic approach to find the differences and commonalities among the disciplinary theories of knowledge is advocated. Besides suggesting that curriculum theorists reconsider the two fundamental concerns in relation to the mathematics curriculum, mathematics should illustrate points that apply to the other areas of subject matter. Integrating the selection of content and designing a presentation of that content is viewed as subject-matter or concept specific, while each factor separately can be applied more directly to a variety of disciplines. (MP)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Conceptual Analysis
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 7-11, 1980). Contains light and broken type.