ERIC Number: ED200438
Record Type: RIE
Publication Date: 1981-Mar
Reference Count: 0
An International Review of Minimal Competency Programs in Mathematics.
Riehs, Robert J.
Presented is a collection of reports on the status of competency-based mathematical education in the schools of 25 countries, and is the culmination of five years' work by the International Study Group on Minimal Competencies in Mathematics. Most reports summarize the trends and prevailing opinions about curricular implications of emphasis on minimal competencies, and a diverse spectrum of attitudes, approaches, concerns, and programs is revealed. Included is an historical perspective of prior investigations, a synthesis of the national reports, and a list of selected international references alphabetized by author. The goal of this manuscript is to answer some questions about the competency-based approaches of the following countries: Australia, Austria, Bangladesh, Belgium, Brazil, Canada (British Columbia and Ontario), Chile, England and Wales, Finland, Hong Kong, Ireland, Israel, Japan, Kenya, Luxembourg, Netherlands, New Zealand, Norway, Phillippines, Scotland, Sweden, Thailand, U.S., and West Germany. (MP)
Descriptors: Basic Skills, Competency Based Education, Curriculum Research, Educational Policy, Educational Trends, Elementary Secondary Education, Mathematics Curriculum, Mathematics Education, Mathematics Instruction, Minimum Competencies, Minimum Competency Testing
Information Reference Center (ERIC/IRC), The Ohio State Univ., 1200 Chambers Rd., 3rd Floor, Columbus, OH 43212 ($5.00).
Publication Type: Reports - Descriptive; ERIC Publications
Education Level: N/A
Authoring Institution: International Association for the Evaluation of Educational Achievement, Hamburg (West Germany).; Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.
Identifiers: Competency Needs; Second International Mathematics Study
Note: Prepared for the International Study Group on Minimal Competencies in Mathematics in cooperation with the Second International Mathematics Study.