TY  - CHAP
AU  - Stephens, Max
AU  - Kadijević, Đorđe
AU  - Niss, Mogens
AU  - Azrou, Nadia
AU  - Namikawa, Yukihiko
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/986
AB  - Globalisation and internationalisation in the twenty-first century are products of a rapidly changing world characterised by the widespread use of data analytics, rapid refinements in artificial intelligence and its applications, near universal access to high-speed Internet and supporting Cloud storages. These changes, sometimes referred to as a fourth industrial revolution, have a direct impact on mathematics curriculum reforms. They help to redefine what is meant by mathematical literacy, they offer new means of supporting international efforts at mathematics curriculum reform, they provide platforms for expanded use of international tests and assessments, they challenge the way existing subjects are taught; and they enhance the role of computational thinking in the school mathematics curriculum. These changes do not necessarily foreshadow the emergence of a standardised international curriculum since reforms inevitably occur in local or national contexts with their own rich traditions, history, and constraints. But national isolation is no longer desirable or feasible.
PB  - Cham, Switzerland : Springer
T2  - Mathematics curriculum reforms around the world
T1  - Introduction
EP  - 344
SP  - 331
DO  - 10.1007/978-3-031-13548-4_20
ER  - 

@inbook{
author = "Stephens, Max and Kadijević, Đorđe and Niss, Mogens and Azrou, Nadia and Namikawa, Yukihiko",
year = "2023",
abstract = "Globalisation and internationalisation in the twenty-first century are products of a rapidly changing world characterised by the widespread use of data analytics, rapid refinements in artificial intelligence and its applications, near universal access to high-speed Internet and supporting Cloud storages. These changes, sometimes referred to as a fourth industrial revolution, have a direct impact on mathematics curriculum reforms. They help to redefine what is meant by mathematical literacy, they offer new means of supporting international efforts at mathematics curriculum reform, they provide platforms for expanded use of international tests and assessments, they challenge the way existing subjects are taught; and they enhance the role of computational thinking in the school mathematics curriculum. These changes do not necessarily foreshadow the emergence of a standardised international curriculum since reforms inevitably occur in local or national contexts with their own rich traditions, history, and constraints. But national isolation is no longer desirable or feasible.",
publisher = "Cham, Switzerland : Springer",
journal = "Mathematics curriculum reforms around the world",
booktitle = "Introduction",
pages = "344-331",
doi = "10.1007/978-3-031-13548-4_20"
}

Stephens, M., Kadijević, Đ., Niss, M., Azrou, N.,& Namikawa, Y.. (2023). Introduction. in Mathematics curriculum reforms around the world
Cham, Switzerland : Springer., 331-344.
https://doi.org/10.1007/978-3-031-13548-4_20

Stephens M, Kadijević Đ, Niss M, Azrou N, Namikawa Y. Introduction. in Mathematics curriculum reforms around the world. 2023;:331-344.
doi:10.1007/978-3-031-13548-4_20 .

Stephens, Max, Kadijević, Đorđe, Niss, Mogens, Azrou, Nadia, Namikawa, Yukihiko, "Introduction" in Mathematics curriculum reforms around the world (2023):331-344,
https://doi.org/10.1007/978-3-031-13548-4_20 . .