The mathematics curricula of China, Israel and Australia are examined for their commonalities and differences with specific attention to curricular alignment, which is presented as an active, purposeful process of selective interpretation by national, state, regional and school agencies. Comparison across different school systems in different countries facilitates the interrogation of local practices and assumptions. Differences in curricular structure and alignment processes raise questions for the implementation of the US Common Core State Standards for Mathematics.

Session Type: Discussion Session