References
- Berlin Senatsverwaltung fur Bildung, Jugend und Sport (BSBJS) (2006). Rahmenlehrplan fur die Sekundarstufe I (Jahrgangsstufe 7-10) (in German: The Curriculum for the Secondary Level I (Grade 7-10)). Retrieved from: http://www.hugo-gaudig-oberschule.de/HGO1/Unterricht/Sport.pdf
- Curriculum Development Council (CDC) (1999). Syllabuses for Secondary Schools-Mathematics Seconndary 1-5. Hong Kong: Education Bureau. Retrieved from: http://www.edb.gov.hk/index.aspx?nodeID=4905&langno=1
- Gravemeijer, K., & Terwel, J. (2000). Hans Freudenthal: a mathematician on didactics and curriculum theory. J. Curric. Stud. 32(6),777-796. ME 2002e.03867 ERIC EJ644057 https://doi.org/10.1080/00220270050167170
- Howson, A. G., Keitel, C., & Kilpatrick, J. (1981). Curriculum Development in Mathematics. Cambridge, UK: Cambridge University Press. ME 1983b.06820
- Howson, G. (1995). Mathematics textbooks: a comparative study of grade 8 texts. Vancouver, B.C.: Pacific Educational Press. ME 1995f.03981
- Hudson, B., Buchberger, F., Kansanen, P., & Seel, H. (1999). Didaktik/Fachdidaktik as Science(-s) of the Teaching Profession? TNTEE Publications 2(1), 1-251. ME 2000a.00178
- Kaiser, G. (1999). Comparative Studies on Teaching Mathematics in England and Germany. In G. Kaiser, E. Luna, & I. Huntley (Eds.), International comparisons in mathematics education (pp. 140-150). London: Falmer Press Ltd.
- Kaiser, G. (2002). Educational philosophies and their influence on mathematics education - An ethnographic study in English and German mathematics classrooms. ZDM, Zentralbl. Didakt. Math. 34(6), 241-257. ME 2003b.01118 https://doi.org/10.1007/BF02655723
- Lee, W. O. (1996). The cultural context for Chinese learners: Conceptions of learning in the Confucian tradition. In: D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 25-41). Hong Kong: Comparative Education Research Centre / Melbourne, Vic: Australian Council for Educational Research. ERIC ED405410
- Leung, F. K. S. (1999). The traditional Chinese views of mathematics and education: Implications for mathematics education in the new millennium. In: C. Hoyles, C. Morgan, & G. Woodhouse (Eds.), Mathematics Education in the 21st Century (pp. 240-247). London: Falmer Press Ltd.
- Park, K., & Leung, F. K. S. (2006). A Comparison of the Mathematics Textbooks in China, Hong Kong, Japan, Korea, United Kingdom, and the United States. In: F. K. S. Leung, Klaus-D. Graf & Francis Lopez-Real (Eds.), Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West. The 13th ICMI Study (pp. 227-238). New York: Springer. ME 2008a.00014
- Pepin, B. (1999a). The influence of national cultural traditions on pedagogy: classroom practices in England, France and Germany. In: J. Leach & B. Moon (Eds.), Learners and Pedagogy (pp. 124-139). London: Sage Publications.
- Pepin, B. (1999b). Epistemologies, beliefs and conceptions of mathematics teaching and learning: the theory, and what is manifested in mathematics teachers' work in England, France and Germany. In: B. Hudson, F. Buchberger, P. Kansanen, & H. Seel (Eds.), Didaktik/Fachdidaktik as Science(-s) of the Teaching Profession. TNTEE Publications, Vol. 2(1) (pp. 127-146). ME 2000a.00203
- Siu, M. K. (2009). Mathematics education in East Asia from antiquity to modern times. In K. Bjarnadottir, F. Furinghetti, & G. Schubring (Eds.), Dig Where You Stand: Proceedings of a Conference on On-going Research in the History of Mathematics Education (pp. 197-208). Reykjavik: School of Education of University of Iceland. ME 2010f.00071
- Valsiner, J. (1989). From group comparisons to knowledge: Lessons from crosscultural psychology. In: J. P. Forgas & J. M. Innes (Eds.), Recent advances in social psychology: An international perspective (pp. 501-510). Amsterdam: North Holland Publishing.
- Valverde, G. A, & Schmidt, W. H. (1997). Refocusing U.S. Math and Science Education. Issues in Science and Technology 14(2), 60-66. ERIC EJ561897
- Wang, H. J., & Sun, H. A (1988). Ways of thought in Chinese ancient mathematics (in Chinese). Nanjing, Jiangsu Prov.: Jiangsu Education Publishing House.
- Westbury, I. (2000). Teaching as a Reflective Practice: What Might Didaktik Teach Curriculum? In: I. Westbury, S. Hopmann & K. Riquarts (Eds.), Teaching as a reflective practice: the German Didaktik tradition (pp. 15-39). Mahwah, NJ: London: L. Erlbaum Associates. ME 2001c.02107