Framing French Success in Elementary Mathematics: Policy, Curriculum, and Pedagogy. Fowler, F. C. & Poetter, T. S. Curriculum Inquiry, 34(3):283--314, September, 2004. Paper doi abstract bibtex The authors con- clude that the keys to French success with mathematics education are ongoing formative assessment, mathematically competent teachers, policies and practices that help disadvantaged children, and the use of constructivist methods. They urge comparative education researchers to look beyond international test scores to deeper issues of policy and practice.
@article{fowler_framing_2004,
title = {Framing {French} {Success} in {Elementary} {Mathematics}: {Policy}, {Curriculum}, and {Pedagogy}},
volume = {34},
url = {http://doi.wiley.com/10.1111/j.1467-873X.2004.00295.x},
doi = {10.1111/j.1467-873X.2004.00295.x},
abstract = {The authors con- clude that the keys to French success with mathematics education are ongoing formative assessment, mathematically competent teachers, policies and practices that help disadvantaged children, and the use of constructivist methods. They urge comparative education researchers to look beyond international test scores to deeper issues of policy and practice.},
number = {3},
journal = {Curriculum Inquiry},
author = {Fowler, Frances C. and Poetter, Thomas S.},
month = sep,
year = {2004},
pages = {283--314}
}
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