TY  - CHAP
AU  - Stephens, Max
AU  - Goos, Merrilyn
AU  - Kadijević, Đorđe
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/988
AB  - The ICMI Study 24 Discussion Document and its research questions for theme D focused our attention on drivers that have influenced changes in the school mathematics curriculum. These were addressed in the previous texts of the theme Globalisation and internationalisation, and their impacts on mathematics curriculum reforms. In the Introduction, we identified “international drivers of the curriculum”. In Chap. 21, we examined the evolving definitions of numeracy and mathematical literacy. In Chap. 22 we surveyed the role of international assessments, namely PISA and TIMSS, in shaping curriculum reforms internationally and locally ; and in Chap. 23, we discuss the inclusion of computational (algorithmic) thinking in mathematics curriculum reforms.
PB  - Cham, Switzerland : Springer
T2  - Mathematics curriculum reforms around the world
T1  - Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum
EP  - 393
SP  - 389
DO  - 10.1007/978-3-031-13548-4_24
ER  - 

@inbook{
author = "Stephens, Max and Goos, Merrilyn and Kadijević, Đorđe",
year = "2023",
abstract = "The ICMI Study 24 Discussion Document and its research questions for theme D focused our attention on drivers that have influenced changes in the school mathematics curriculum. These were addressed in the previous texts of the theme Globalisation and internationalisation, and their impacts on mathematics curriculum reforms. In the Introduction, we identified “international drivers of the curriculum”. In Chap. 21, we examined the evolving definitions of numeracy and mathematical literacy. In Chap. 22 we surveyed the role of international assessments, namely PISA and TIMSS, in shaping curriculum reforms internationally and locally ; and in Chap. 23, we discuss the inclusion of computational (algorithmic) thinking in mathematics curriculum reforms.",
publisher = "Cham, Switzerland : Springer",
journal = "Mathematics curriculum reforms around the world",
booktitle = "Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum",
pages = "393-389",
doi = "10.1007/978-3-031-13548-4_24"
}

Stephens, M., Goos, M.,& Kadijević, Đ.. (2023). Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum. in Mathematics curriculum reforms around the world
Cham, Switzerland : Springer., 389-393.
https://doi.org/10.1007/978-3-031-13548-4_24

Stephens M, Goos M, Kadijević Đ. Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum. in Mathematics curriculum reforms around the world. 2023;:389-393.
doi:10.1007/978-3-031-13548-4_24 .

Stephens, Max, Goos, Merrilyn, Kadijević, Đorđe, "Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum" in Mathematics curriculum reforms around the world (2023):389-393,
https://doi.org/10.1007/978-3-031-13548-4_24 . .

TY  - CHAP
AU  - Kadijević, Đorđe
AU  - Stephens, Max
AU  - Rafiepour, Abolfazl
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/989
AB  - The so-called fourth industrial revolution, based upon widespread use of data analytics, rapid refinements in artificial intelligence and its applications, and near universal access to high-speed Internet supporting cloud storages, has created economic and social conditions that require an increasing supply of ICT skilled workers. If one of the important purposes of school mathematics is to help young people to understand these conditions and prepare them to take part in this revolution in their future work, then, among other issues, computational/ algorithmic thinking (CT/AT), which underpins the above conditions, can be expected to assume a more visible place in the mathematics curriculum of the future. This chapter summarises recent research on CT/AT and outlines current trends, challenges and possible directions for the future of school mathematics curriculum that should foster developing CT/AT.
PB  - Cham, Switzerland : Springer
T2  - Mathematics curriculum reforms around the world
T1  - Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum
EP  - 387
SP  - 375
DO  - 10.1007/978-3-031-13548-4_23
ER  - 

@inbook{
author = "Kadijević, Đorđe and Stephens, Max and Rafiepour, Abolfazl",
year = "2023",
abstract = "The so-called fourth industrial revolution, based upon widespread use of data analytics, rapid refinements in artificial intelligence and its applications, and near universal access to high-speed Internet supporting cloud storages, has created economic and social conditions that require an increasing supply of ICT skilled workers. If one of the important purposes of school mathematics is to help young people to understand these conditions and prepare them to take part in this revolution in their future work, then, among other issues, computational/ algorithmic thinking (CT/AT), which underpins the above conditions, can be expected to assume a more visible place in the mathematics curriculum of the future. This chapter summarises recent research on CT/AT and outlines current trends, challenges and possible directions for the future of school mathematics curriculum that should foster developing CT/AT.",
publisher = "Cham, Switzerland : Springer",
journal = "Mathematics curriculum reforms around the world",
booktitle = "Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum",
pages = "387-375",
doi = "10.1007/978-3-031-13548-4_23"
}

Kadijević, Đ., Stephens, M.,& Rafiepour, A.. (2023). Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum. in Mathematics curriculum reforms around the world
Cham, Switzerland : Springer., 375-387.
https://doi.org/10.1007/978-3-031-13548-4_23

Kadijević Đ, Stephens M, Rafiepour A. Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum. in Mathematics curriculum reforms around the world. 2023;:375-387.
doi:10.1007/978-3-031-13548-4_23 .

Kadijević, Đorđe, Stephens, Max, Rafiepour, Abolfazl, "Emergence of computational/algorithmic thinking and its impact on the mathematics curriculum" in Mathematics curriculum reforms around the world (2023):375-387,
https://doi.org/10.1007/978-3-031-13548-4_23 . .

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 . .

TY  - CHAP
AU  - Kadijević, Đorđe
AU  - Stephens, Max
AU  - Solares-Rojas, Armando
AU  - Guberman, Raisa
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/987
AB  - International assessment studies generally contribute to curriculum reform by highlighting certain aspects of curriculum needing improvement, usually attained though the recognition and application of some studies’ components. By focusing on the question “How have international studies driven school mathematics curriculum reforms?”, this chapter examines the role of international studies TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment) in reforms in different countries. Emphasis is placed on examining components applied in (re)designing and implementing curriculum improvements. After presenting the global influences of TIMSS and PISA worldwide, the influences of these international studies are examined in case studies from four economically and geographically diverse countries. The chapter ends with a critical summary of the findings presented and outlines directions for further research.
PB  - Cham, Switzerland : Springer
T2  - Mathematics curriculum reforms around the world
T1  - Impacts of TIMSS and PISA on Mathematics Curriculum Reforms
EP  - 374
SP  - 359
DO  - 10.1007/978-3-031-13548-4_22
ER  - 

@inbook{
author = "Kadijević, Đorđe and Stephens, Max and Solares-Rojas, Armando and Guberman, Raisa",
year = "2023",
abstract = "International assessment studies generally contribute to curriculum reform by highlighting certain aspects of curriculum needing improvement, usually attained though the recognition and application of some studies’ components. By focusing on the question “How have international studies driven school mathematics curriculum reforms?”, this chapter examines the role of international studies TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment) in reforms in different countries. Emphasis is placed on examining components applied in (re)designing and implementing curriculum improvements. After presenting the global influences of TIMSS and PISA worldwide, the influences of these international studies are examined in case studies from four economically and geographically diverse countries. The chapter ends with a critical summary of the findings presented and outlines directions for further research.",
publisher = "Cham, Switzerland : Springer",
journal = "Mathematics curriculum reforms around the world",
booktitle = "Impacts of TIMSS and PISA on Mathematics Curriculum Reforms",
pages = "374-359",
doi = "10.1007/978-3-031-13548-4_22"
}

Kadijević, Đ., Stephens, M., Solares-Rojas, A.,& Guberman, R.. (2023). Impacts of TIMSS and PISA on Mathematics Curriculum Reforms. in Mathematics curriculum reforms around the world
Cham, Switzerland : Springer., 359-374.
https://doi.org/10.1007/978-3-031-13548-4_22

Kadijević Đ, Stephens M, Solares-Rojas A, Guberman R. Impacts of TIMSS and PISA on Mathematics Curriculum Reforms. in Mathematics curriculum reforms around the world. 2023;:359-374.
doi:10.1007/978-3-031-13548-4_22 .

Kadijević, Đorđe, Stephens, Max, Solares-Rojas, Armando, Guberman, Raisa, "Impacts of TIMSS and PISA on Mathematics Curriculum Reforms" in Mathematics curriculum reforms around the world (2023):359-374,
https://doi.org/10.1007/978-3-031-13548-4_22 . .

TY  - JOUR
AU  - Stephens, Max
AU  - Kadijević, Đorđe
AU  - Hill, Janelle C.
AU  - Malola, Mayamiko
PY  - 2022
UR  - https://ajoted.org/index.php/ajoted/article/view/7
UR  - http://ipir.ipisr.org.rs/handle/123456789/995
AB  - Background:  The coronavirus disease 2019 (COVID-19) pandemic has provided rich data displays informing the public about the spread of infection, risks for certain population groups and the effectiveness of vaccines. These data sources offer opportunities for students and teachers to explore and discuss data of high relevance to their lives and their communities.   Aim:  This article argues that in the teaching of statistics and probability, greater attention needs to be given to understand the three key elements of statistical literacy, namely context, conventions and uncertainty. The article also identifies several key areas linking theory and practice.   Setting:  This article draws on different data displays using COVID-19-related websites internationally; nationally in Africa and South Africa; and locally in the State of Victoria in Australia.   Methods:  By investigating and analysing different data displays, the article shows the importance of assisting students to understand context, data conventions, uncertainty and risk–benefit to understand COVID-19 data. The article examines pertinent ‘frontier’ areas in the teaching of probability and statistics.   Results:  The article identifies important opportunities and challenges for the teaching of statistics in schools and for teacher education, including greater attention to frequentist expressions of probability, risk–benefit analysis, the importance of time series analyses and critical approaches to the evaluation of available data sets.   Conclusion:  For schools, greater attention needs to be given to the different conventions by which data are expressed, including the use of dynamic dashboard representations.   Contribution:  The article shows how available COVID-19 data can be used to enhance students’ statistical literacy and enrich teacher education.
T2  - African Journal of Teacher Education and Development
T1  - The
importance of understanding large data, context, conventions and
uncertainty in a pandemic
IS  - 1
VL  - 1
DO  - 10.4102/ajoted.v1i1.7
ER  - 

@article{
author = "Stephens, Max and Kadijević, Đorđe and Hill, Janelle C. and Malola, Mayamiko",
year = "2022",
abstract = "Background:  The coronavirus disease 2019 (COVID-19) pandemic has provided rich data displays informing the public about the spread of infection, risks for certain population groups and the effectiveness of vaccines. These data sources offer opportunities for students and teachers to explore and discuss data of high relevance to their lives and their communities.   Aim:  This article argues that in the teaching of statistics and probability, greater attention needs to be given to understand the three key elements of statistical literacy, namely context, conventions and uncertainty. The article also identifies several key areas linking theory and practice.   Setting:  This article draws on different data displays using COVID-19-related websites internationally; nationally in Africa and South Africa; and locally in the State of Victoria in Australia.   Methods:  By investigating and analysing different data displays, the article shows the importance of assisting students to understand context, data conventions, uncertainty and risk–benefit to understand COVID-19 data. The article examines pertinent ‘frontier’ areas in the teaching of probability and statistics.   Results:  The article identifies important opportunities and challenges for the teaching of statistics in schools and for teacher education, including greater attention to frequentist expressions of probability, risk–benefit analysis, the importance of time series analyses and critical approaches to the evaluation of available data sets.   Conclusion:  For schools, greater attention needs to be given to the different conventions by which data are expressed, including the use of dynamic dashboard representations.   Contribution:  The article shows how available COVID-19 data can be used to enhance students’ statistical literacy and enrich teacher education.",
journal = "African Journal of Teacher Education and Development",
title = "The
importance of understanding large data, context, conventions and
uncertainty in a pandemic",
number = "1",
volume = "1",
doi = "10.4102/ajoted.v1i1.7"
}

Stephens, M., Kadijević, Đ., Hill, J. C.,& Malola, M.. (2022). The
importance of understanding large data, context, conventions and
uncertainty in a pandemic. in African Journal of Teacher Education and Development, 1(1).
https://doi.org/10.4102/ajoted.v1i1.7

Stephens M, Kadijević Đ, Hill JC, Malola M. The
importance of understanding large data, context, conventions and
uncertainty in a pandemic. in African Journal of Teacher Education and Development. 2022;1(1).
doi:10.4102/ajoted.v1i1.7 .

Stephens, Max, Kadijević, Đorđe, Hill, Janelle C., Malola, Mayamiko, "The
importance of understanding large data, context, conventions and
uncertainty in a pandemic" in African Journal of Teacher Education and Development, 1, no. 1 (2022),
https://doi.org/10.4102/ajoted.v1i1.7 . .

TY  - JOUR
AU  - Kadijević, Đorđe
AU  - Stephens, Max
PY  - 2020
UR  - http://ipir.ipisr.org.rs/handle/123456789/322
AB  - With regard to the internationalization of statistics education, this paper considers first a global context concerning modern statistical literacy, data science, and dashboards. Then, it examines data discovery using automated analytics, whereby data insights may be indicated by suitable signals generated by the computer environment used. This theoretical paper, directed towards statistics educators, as well as other educators in relevant high school subjects, should make them (more) aware of this context and such analytics, supporting them to identify issues that need be considered in their teaching (and research) in order to have their students better prepared for the jobs of tomorrow.
PB  - Društvo matematičara Srbije, Beograd
T2  - Teaching of Mathematics
T1  - Modern statistical literacy, data science, dashboards, and automated analytics and its applications
EP  - 80
IS  - 1
SP  - 71
VL  - 23
UR  - https://hdl.handle.net/21.15107/rcub_ipir_322
ER  - 

@article{
author = "Kadijević, Đorđe and Stephens, Max",
year = "2020",
abstract = "With regard to the internationalization of statistics education, this paper considers first a global context concerning modern statistical literacy, data science, and dashboards. Then, it examines data discovery using automated analytics, whereby data insights may be indicated by suitable signals generated by the computer environment used. This theoretical paper, directed towards statistics educators, as well as other educators in relevant high school subjects, should make them (more) aware of this context and such analytics, supporting them to identify issues that need be considered in their teaching (and research) in order to have their students better prepared for the jobs of tomorrow.",
publisher = "Društvo matematičara Srbije, Beograd",
journal = "Teaching of Mathematics",
title = "Modern statistical literacy, data science, dashboards, and automated analytics and its applications",
pages = "80-71",
number = "1",
volume = "23",
url = "https://hdl.handle.net/21.15107/rcub_ipir_322"
}

Kadijević, Đ.,& Stephens, M.. (2020). Modern statistical literacy, data science, dashboards, and automated analytics and its applications. in Teaching of Mathematics
Društvo matematičara Srbije, Beograd., 23(1), 71-80.
https://hdl.handle.net/21.15107/rcub_ipir_322

Kadijević Đ, Stephens M. Modern statistical literacy, data science, dashboards, and automated analytics and its applications. in Teaching of Mathematics. 2020;23(1):71-80.
https://hdl.handle.net/21.15107/rcub_ipir_322 .

Kadijević, Đorđe, Stephens, Max, "Modern statistical literacy, data science, dashboards, and automated analytics and its applications" in Teaching of Mathematics, 23, no. 1 (2020):71-80,
https://hdl.handle.net/21.15107/rcub_ipir_322 .