Yes, the math curriculum needs a change from shallow content, disconnected curricula, emphasis on computational procedures, minimal use of evidence-based teaching practices to a high-quality mathematics instruction that involves the combined implementation of a standards-based curriculum (the content and skills believed to be important for students to learn), and evidence-based instructional strategies (strategies proven through research to be effective for teaching students mathematical skills and concepts).

I have some research papers on effective maths teaching, just right for this thread.

http://iris.peabody.vanderbilt.edu/module/math/cresource/what-is-high-quality-mathematics-instruction-and-why-is-it-important/page-2-components-of-high-quality-instruction/

Why is without improvement in mathematics the coming future is not good? Could you give an example? Many living beings to not know complicated mathematics, but they are able to survive, to reproduce, to be happy...... ?????

Yes, the math curriculum needs a change from shallow content, disconnected curricula, emphasis on computational procedures, minimal use of evidence-based teaching practices to a high-quality mathematics instruction that involves the combined implementation of a standards-based curriculum (the content and skills believed to be important for students to learn), and evidence-based instructional strategies (strategies proven through research to be effective for teaching students mathematical skills and concepts).

I have some research papers on effective maths teaching, just right for this thread.

http://iris.peabody.vanderbilt.edu/module/math/cresource/what-is-high-quality-mathematics-instruction-and-why-is-it-important/page-2-components-of-high-quality-instruction/

Thanks Prof. Yeoh. I agree with you

I could not agree with you more Dr Paveen . I think that mathematics should be focused on teaching it more at schools by improving the quality of the content that is taught to the school leveled children as i think that mathematics is the essence of all sciences.

Dear Sir

I agree with you, I think Math. is the basic science for all fields of researches.

If Math reflects a human-created (simplified) expression of nature's complexity, does this imply that science results reflect a human-created (simplified) version of nature's complexity?

Dear @Praven, I do agree! The math curriculum needs a change, especially for the importance of STEM (Science, Technology, Engineering and Mathematics)!

The article attached is for all, especially for my friend @Marcel!

http://www.huffingtonpost.com/alfie-kohn/the-stem-sell-are-math-an_b_823589.html

Furthermore, this are the facts about Mathematics and its importance! Fine blog follows!

http://www.nms.org/Blog/TabId/58/PostId/212/starting-stem-early-the-need-for-vertical-alignment.aspx

I would like to ask this question for discussion (but perhaps in another question?):

Can magnificent architecture, including art and music, and.... be created without knowledge of theoretical principles (e.g. related to theories of geometry, mathematics, techniques...)? Any examples?

It has already been said that what goes in math at school does not affect everything at school, and that math is not required in every part of science. But one thing that is - or should! - be known by all I think is a clear idea of LOGIC, because that permeates pretty much everything in science. And while logic certainly can be - and is - involved in other subjects (like chemistry, physics, ... ) it is the math instructors who would be the appropriate teachers of the subject. It is fairly clear - and I speak here also as an editor and a reviewer of several journals - that the level of working knowledge in logic has fallen dramatically over the last ten years. People need to shape it up! :-) 

Please changed the sentance," Mathematics is 'Backbone' of science and engineering".With the implementation of computer and micro controller with digital communication and control, it is needed to change, the orthodox analog thinking, to digital, which could only, be done by changing it to, new digital approach in of mathematics (FT, FFT, Walse, Hartley etc digital transforms and its use) and teaching it to students,hence I totally agree with you.

Certainly, I do agree that it must be revised. But, in the hands of experts and those who are familiar with mathematics educations and school mathematics.

I agree with you, 

But the problem is the how to change the curricula! 

I'm writing from Italy, and we teach mathematics in a very theoretical way.  I think,  that we have to insert much more applications inside our curricula! 

In revising the teaching of mathematics where it begins (it need be), including as a social consciousnesses, learning and knowing mathematics and mathematical thinking is imperative for a human person to make quantitative and logical reasoning to make proper and rational decisions for quality living. There is no any human activity in one way or another which  does not require mathematics.

Besides  mathematics has to be studied not because it is useful but because it is beautiful.

Personally the curricula in some places for maths is mixed, but I think what would go a long way is to spend a bit more time on what is at the core of what mathematicians do, prove theorems and what mathematicians even do.  Most places teach maths like it is "just there" without any of its rich history or reason why some problems are important.  Very theoretic problems don't just arise out of nothing, and often can find their way into basic lessons.  I find when I tutor high school students, almost none of them can tell me what a mathematician even does, and fail to notice that maths isn't just numbers.  It's the core of maths, and to succeed with modern technology or devising new algorithms, you NEED it. 

Now I bet you wonder why I say this?  Most science courses in high school will spend a good chunk of time dealing with the process of doing science and the history of their respective field.  Maths needs the same thing or else people will lack the respect for it.  If you can't take a topic seriously, even if one of the most valuable ones, is lost if teachers don't emphasize why they should study the problems, and HOW we came up with the results (as oppose to just spitting out formulas and not explaining a bit about why or where they came about).

Dear All, Yes it must be revised and improved. Some countries like India can take initiatives to take inclusion of Vedic Math in school level also. Thanks 

I should probably agree, but based on the so many revisions in Greek educational system, I think that I could be cautious for the result...

Yes, Mathematics is a backbone of the most of sciences and need more revision. However, teaching system in schools or universities is not qualified for practical lessons. Contact hours are limited and restricted to the theory only. Curricula should be developed in all educational organizations.

Dear All,

Thanks for your valuable views!

According to me, if we prepare a common plane

for around the world mathematics development

at primary level.

In which we include following points:

1. Co-relate the number theory, algebra, arithmetic, geometry theory etc with

games, stories and poems.

2. All theoretical mathematics will convert in to the practical oriented

examples.(specially: For analysis, algebra and topology)

It is my kind request please gives your opinions and add more points.

With regards,

Create Interest in the subject and teach the basics in mathematics.

Mathematics is a central science which is needed for many specializations. There is a worldwide weakness in this subject, with various degrees, among the university students. To rectify, the background mathematics, at school level, needs revision of the curricula & to move the problem solving into applied areas. The students ought to know the value of this science in everyday life. Competitions, with good prizes, can motivate the students into better achievements.

Mathematics curriculum changes happens every now and then! Depending of the "accepted mode" we have a curriculum changes. This may be very harmful for the students. There is lacking a constant core curriculum which is unchanged for a long period, and some peripheral part of curriculum which embodies the new currents in math.

Looking at history, we have the modern mathematics curriculum, which is influenced mainly by the Bourbaki group. Then we had the movement "Back to the Basics". Now that Geometry made a come back, the curriculum  will change again. Summarising the history of curriculum we should arrive to a balanced curriculum, with a core which remains unchanged for a long period and some peripheral part of the curriculum which absorbs some necessary changes.

Summary of the changes in GCSE Maths from 2015

http://stuffimlearning.azurewebsites.net/2013/11/changes-gcse-maths-2015/

F. Cajori, The Teaching and History of Mathematics in the United States,

Bureau of Education, United States Government Printing Press, Washington,

DC, 1890.

Mathematics education in New York-Back to the Basics

http://en.wikipedia.org/wiki/Mathematics_education_in_New_York

Math curriculum needs to be reviewed, but not changed. In education it is better to have an improvent than a change. And if a change is necessary in any point PLEASE remember that the evaluation methods need to be changed along with the teaching.

Math can be therapeutics. I have found some students who had dyscauculia and other learning difficulties and never have thought of not teaching these students math, but not because they needed those contents, but to change there lives to better. I could live very well with lots of things, but never without using math...

true we need to address the basic very carefully

Friends, I have a link to some research papers in maths education.  Please allow me to share some info on each and the link.

Effective Solutions in the Implementation of the K to12 Mathematics Curriculum

Melanie T. Braza & Sweden S. Supapo

West Visayas State University

College of Education

La Paz, Iloilo City, Philippines

This study was an attempt to find out the problems and solutions of one rural

grade 7 teacher in a Philippine public high school in the implementation of K

to 12 Mathematics curriculum. It is believed that knowledge is constructed when learners are able to draw ideas from their own experiences and connects them to new ideas while cooperative learning puts premium on active  learning achieved by working with fellow learners as they all engage in a shared task. There were three main problem categories/themes including administrative related, teacher-related and student-related. The findings include: (a) lack of trainings, seminars, unclear standard operating procedures, (b) late arrival and lack of modules, (c) developing/weak teaching skills and strategies, (d)teacher’s difficulty in teaching the subjects or contents, (e)lack of time to tackle the content efficiently, (f) unavailability or lack of  instructional materials, (g) non-mastery of the basic concepts and skills, (h) poor problem solving and critical thinking skills (i) indifferent student behaviour. The solutions are sharing of modules or guides, conducting cooperative learning class, giving extra time for research work, taking time in the preparation of the lesson, making use of the indigenous materials, reviewing basic concepts and giving examples, motivating and teaching students enthusiastically.

This is a second research on maths education, to share with you who may be interested.

Region Related Differential Item Functioning on Numerical Reasoning Test

Aye Aye Myint & Cherry Zin Oo

Yangon Institute of Education

Myanmar

The main purpose of this study was to investigate the region related differential

item functioning (DIF) by the use of numerical reasoning test which was adapted from the research of Aye Aye Myint (1997). To obtain the required data, a total of 1802 students (905 students from selected eleven high schools fromYangon city and 897 students from selected five high schools from Pathein city) participated in this study by using the stratified random sampling technique.  Survey descriptive research method was used in this study. As a result of the BILOG-MG 3 programme, it was found that Items 2, 5, 10, 13 and 22 show uniform differential item functioning (DIF). So, the items may not be an equivalent measure of the same latent variable for both groups. Among the three categories of numerical reasoning ability, the inductive reasoning ability is the highest for Myanmar high school students. The application in this study

provided good information not only for the differential item functioning (DIF)

analysis but also guided the direction of numerical reasoning ability test.

This is  3rd paper in maths education.  Read the paper when you can, thanks.

Association of Mathematical Communication and Problem Solving Abilities: Implementation of MEAs Strategy in Junior High School 

Endang Wahyuningrum & Didi Suryadi

Indonesia University of Education

Friends, here is a fourth paper to share with you.  I've always liked Maths very much.  I'm so happy that Dejenie said that Maths is beautiful, YES!

Enhancing Mathematical Problem Solving and Mathematical Connection Through the Use of Dynamic Software Autograph in Cooperative Learning Think-Pair-Share

Ida Karnasih & Mariati Sinaga

Universitas Negeri Medan

Indonesia

Numerous studies have been conducted in analyzing the impact of integrating

technology in teaching and learning mathematics. The purpose of this study was to investigate students’ mathematical problem solving (MPS) and mathematical connection ability (MC) in cooperative learning setting using Dynamic Software Autograph for students in Grade XI, in Medan, Indonesia. This experimental study was conducted to 34 high school students in the School Year 2009/2010. The collection of the data was done using observation sheets, documentation, attitude scale, and performance tests. Repeated measure tests was delivered to students for four times, in the first class session (first measurement), after 2, 4 (second measurement) and 6 class session (fourth measurement). The result of the test showed that: (1) Cooperative learning using Dynamic Software Autograph in teaching Statistics in Grade XI improved students’ problem solving ability. This can be shown from the results, that there were significant improvement in students’ problem solving ability of the four tests given; (2) Cooperative learning using Dynamic Software Autograph in teaching statistics; (2) Students activity during teaching learning processes improved, shown by the observations conducted during the lessons. Compared to the second measurement, the students’ activity improved 37% on the third measurement and 56,3% in the fourth measurement. The result of analysis of the questionnaire given to the students showed that: 20 students (58.8%) like using Cooperative Learning methods, 31 students (91.2%) like using Dynamic Software Autograph, and 27 students (79.4%) like using cooperative learning with Dynamic Software Autograph. Based on this positive result, it is hoped that mathematics teachers have to consider the use of Dynamic Software Autograph in teaching and learning secondary mathematics, especially in teaching statistic and teaching other units of mathematics such as Algebra, Geometry, Trigonometry, and Calculus.

Graham Smart, Conference Director :-In the Mathematics arena we are seeing rapid changes in focus and support from National and Local government, the introduction of exciting new technology and growing expectations of stakeholders. This is leading to an urgent need to bring the mathematics teaching community together to really understand and discuss these changes and how best to manage them. What we present at MathSpeak is a mathematics conference that will appeal to teachers and address their real day to day needs and pressures, taking Maths out of it comfort zone, and providing a vibrant, relevant and challenging agenda. MathSpeak is designed with practicing teachers and leaders at the core of our thinking and because of this it is a must attend event in an ever changing landscape:

• Continuing and growing government focus on Mathematics and Numeracy

• Numbers of Mathematics teachers increasing, with a new, vibrant cohort of motivated staff looking to expand their skill base

• A period of rapid changes to qualifications and curriculum

• A changing marketplace in Maths teaching

• The demands for more hours and more expertise from Maths teachers

• No comparable event

http://www.mathspeak.co.uk/html/why_now.html

Yes. At school level both curriculum as well as technique of teaching need drastic change. In present era hardly there will be any field where mathematics has no place. Be it commerce, management, tragic control or town planning mathematics plays an important role. In science and technology it is back bone.

Prof. Lala,

Many thanks for your views

physics without mathematics is nothing

Prof. Praveen,

This is an important challenge for forthcoming students, particularly in the applied mathematics and engineering area. The question is: What is the optimal dosage of theoritical/experimental knowledge the schools should offer?

GUILFORD COUNTY SCHOOLS JOB DESCRIPTION of ACADEMIC COACH –MIDDLE SCHOOL MATHEMATICS - GENERAL STATEMENT OF JOB

Math coaches contribute to the development, coordination, implementation, and on-

going evaluation of mathematics initiatives in the Guilford County Schools. They  support the Instructional Improvement Officers, Principals, Curriculum Facilitators, and Teachers in all instructional initiatives.

ESSENTIAL JOB FUNCTIONS include

http://www1.gcsnc.com/HR/job_descrip/Academic%20Coach%20-%20Middle%20School%20Mathematics.pdf

Dear Prof. Krishnan Umachandran

Thanks!

Very much Sir. Being a Mathematics teacher at college level, I used to wonder   how bad the Mathematics pre-requisites of  a graduate student is..!!! Majority of them are taught for scoring marks in the examinations, not for gaining knowledge. Pass percentage is the benchmark for institutions, parents and even for government to highlight their achievements.  The subject most affected because of this system in schools is Mathematics itself.  So a complete revision is required not only in the curriculum of Mathematics, but in the teaching methodology and achievement assessments also.

Thanks for pointed out the issue that we are realising as a teacher of mathematics.

Due to lake of awareness in prerequisite in mathematics, I also seems that the teaching technology in school levels should be moderated.

YES, is a universal answer! The real problem is HOW AND WHERE to revise curriculum? 

This book seems to be valuable resource for the issue.

Toward a Visually-Oriented School Mathematics Curriculum!

https://books.google.rs/books?id=yqgDYynyj3QC&printsec=frontcover#v=onepage&q&f=false

I agree with the most of the answers given above. Definitely yes. You are right . Especially this is valid in Turkey for other disciplines like Physics, Chemistry and Biology too.