Forces Shaping the Future of Teaching and Learning of Mathematics

ISSN： 1570-2081

Source： Educational Research for Policy and Practice, Vol.4, Iss.2-3, 2005-08, pp. : 169-179

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Abstract

In the past, the teacher’s sole job is to dispense his pool of knowledge to his students. The emergence of the knowledge economy and globalisation have redefined the place and role of knowledge in society. It is no longer effective to accumulate knowledge but rather to acquire skills for processing the large amount of data made available through the many channels of information technology, into usable information. Globalisation has blurred both political and social boundaries. Preparing the individual for tomorrow’s world of work and living requires an envisioning approach to anticipate the level of emphasis on the development of (1) thinking skills; (2) skills to harness the benefits of information technology; and (3) affective education. In the recent Trends in Mathematics and Science Studies (TIMSS), Asian countries demonstrate a strong presence at the top of the list of countries. In particular, the appeal of things that are Chinese and the understanding of the teachings of Chinese philosophers may become increasingly high. This paper hopes to contribute towards this understanding by exploring some of the classical teaching of Confucius. Some of his teachings contain a universal appeal which offer useful perspectives to discuss possible forces that would shape future of school, mathematics curriculum.