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International audience ; It can be said that mathematics education in Japan was started in 1872 when the school system was established. Since that establishment era, controversies have emerged time and again in mathematics education in Japan. Through these controversies, debates have been held on views on mathematics education such as how mathematics ought to be taught and what constitutes knowledge concerning numbers, quantities, and shapes that is desirable for students to acquire. In this paper, I shall look back at how views on mathematics education in Japan have developed since the Meiji era from the perspective of such controversies on mathematics education. As the controversies on mathematics education, the four phases are picked up. The first is Theoretical Mathematics and the Enumeration Principle. The second is Controversy over Formal Building. The third is Conventional Teaching of Mathematics and the Creation of Mathematics. The forth is Relationship between Daily Life and Mathematics. With regard to the conflict between theoretical arithmetic and the enumeration principle, debates were held over which policy to adopt in the process of editing the first government–designated textbook which was published in 1905. The conflict was ultimately settled when it was decided that the enumeration principle would be adopted. Attention must be paid to the fact that this conflict was taking place in an era when it was questioned what constitutes mathematics education in introducing the modern education system in Japan. In the controversy over formal building in 1920's , both the opponents and proponents based their arguments on overseas theories and survey results. The controversy was not settled in the form of one view being adopted while the other view was discarded in the education policy and the editorial policy concerning government-designated textbooks. Regarding formal building, assertions regarding the objectives of mathematics education and what is desirable for children to acquire are at the basis of ...

The education sector has historically been plagued by ideological clashes between various pressure groups. These groups only agree on one thing: the urgency for initiating far-reaching reforms. The aims of the reforms are at the heart of the dispute. For some, education is seen as too elitist and thereby contributes to reproducing social inequalities. Therefore, more equitable educational policies should be urgently developed. Others, on the contrary, believe that educational differentiation and efforts to make education more inclusive and humane have gone too far. Refocusing would be necessary. In this enlightening book, education academics Roger Openshaw and Margaret Walshaw set out to critically examine the dynamic relationship between the poles of attraction around which the apostles of educational reform usually gravitate namely, excellence and equity. The authors' choice to specifically focus their study on mathematics and science is not accidental. Since the establishment of public education systems in the 19th century, these curriculum areas have always occupied a prominent place in the school curriculum. Indeed, mathematics and science are seen as essential to national economic security and military predominance in an increasingly competitive environment. Consequently, any perceived underachievement – whether real or presumed – in these academic subjects tends to provoke the most heated debate over the nature and intent of school curricula, The chapters of this book are structured chronologically. The authors address five pivotal periods during which the prevailing public discourse in education was that of insufficient academic performance, particularly in mathematics and science. These are: • The interwar years (1929–1938); • Post-SecondWorldWar (1950s/1960s); • The economic crisis and its impact on education (1970s); • The market-driven reforms on education (1980s/1990s); • The accountability years of the twenty-first century (2000–2020). Openshaw and Walshaw innovate by examining these periods through the prism of transnationality. The researchers tried to better understand the mechanisms by which the concerns expressed in one country amplify those existing in another. Given the magnitude of the task, the two researchers had to limit the scope of their study to four liberal, English-speaking democracies - namely, the United States, the United Kingdom, Australia and New Zealand. Their analysis suggests that, in terms of public education policies, political and economic power is a catalyst for transnational borrowing. Small nations like New Zealand and Australia tend to spontaneously grant the most powerful players in the global economy like the United States and the United Kingdom some form of intellectual superiority. The radical curriculum innovations developed by big nations in response to an impression of an educational crisis are often mechanically seen as inspiring pedagogical breakthroughs that the small nations hasten to borrow and adapt to their own cultural context. Transnational Synergies in School Mathematics and Science Debates does not present groundbreaking research discoveries. Yet it is rich enough in unpublished scholarly content to interest educational specialists, while remaining accessible to a wider readership including mathematicians and scientists but also, hopefully, policymakers.

First reflexions on the politisation and re-creation of Indian's scientifici traditions, focussing the popular "Vedic Mathematics" ; Premières réflexions autour de la politisation et la recréation d'une tradition scientifique en Inde, en étudiant le cas d'un livre populaire "Vedic Mathematics"

First reflexions on the politisation and re-creation of Indian's scientifici traditions, focussing the popular "Vedic Mathematics" ; Premières réflexions autour de la politisation et la recréation d'une tradition scientifique en Inde, en étudiant le cas d'un livre populaire "Vedic Mathematics"

First reflexions on the politisation and re-creation of Indian's scientifici traditions, focussing the popular "Vedic Mathematics" ; Premières réflexions autour de la politisation et la recréation d'une tradition scientifique en Inde, en étudiant le cas d'un livre populaire "Vedic Mathematics"

International audience ; The Polytechnic Academy of Porto (PAP, 1837-1911) was created in 1837, and replaced the Royal Academy of Navy and Trade Affairs of the City of Porto (RANTACP, 1803-1837). Its creation brought a new paradigm to higher education in Porto, because several engineering courses were then implemented – before that, the focus was on the formation of traders and navy sailors – and it was the first school in Portugal dedicated to engineering outside the military context (it should also be highlighted that Mathematics occupied a central role in its curricula). This work will be divided in three parts: The first part is a brief presentation of the RANTACP. In the second part, the Mathematics taught in the PAP will be presented, with special emphasis on three relevant moments of its history: its creation in 1837, the profound Reformation of 1885 which allowed its scientific apogee and its transition to the University of Porto in 1911. The third part will be a short presentation of the important Portuguese mathematician Gomes Teixeira (1851-1933) that arrived at PAP, as a professor, in 1884.

International audience ; Lorsque, en 2007, le Norvégien B. Stensaker publie le texte d'où ces extraits sont tirés, il occupe un poste de chercheur à l'Institut nordique d'études sur l'innovation, la recherche et l'éducation (où il a été nommé en 1993) ; il a déjà réalisé plusieurs enquêtes pour le ministère de la recherche et de l'éducation et le Conseil de la recherche de son pays ainsi que pour le ministère danois de l'éducation, la Commission européenne et l'OCDE. Il a également soutenu (en 2004) une thèse en sciences politiques sur les changements de l'enseignement supérieur en Europe et plus particulièrement sur la transformation des identités, cultures, activités, rôles et responsabilités des universités dans le contexte des accords et du processus de Bologne. De ces travaux et de l'orientation sociologique néo-institutionnaliste dont ils sont imprégnés, ces extraits sont le reflet.

International audience ; Lorsque, en 2007, le Norvégien B. Stensaker publie le texte d'où ces extraits sont tirés, il occupe un poste de chercheur à l'Institut nordique d'études sur l'innovation, la recherche et l'éducation (où il a été nommé en 1993) ; il a déjà réalisé plusieurs enquêtes pour le ministère de la recherche et de l'éducation et le Conseil de la recherche de son pays ainsi que pour le ministère danois de l'éducation, la Commission européenne et l'OCDE. Il a également soutenu (en 2004) une thèse en sciences politiques sur les changements de l'enseignement supérieur en Europe et plus particulièrement sur la transformation des identités, cultures, activités, rôles et responsabilités des universités dans le contexte des accords et du processus de Bologne. De ces travaux et de l'orientation sociologique néo-institutionnaliste dont ils sont imprégnés, ces extraits sont le reflet.