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Journal articles on the topic 'Mathematics Curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Hamidy, Anwaril, J. Jailani, and Fathur Rahman. "The Effect of National Examination and Curriculum on Students’ Performance in Solving TIMSS Model Mathematics Problems." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 8, no. 1 (2020): 1. http://dx.doi.org/10.33394/j-ps.v8i1.1991.

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This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students’ performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8th graders of East Kalimantan students. The participants were from three mathematic National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems (α = 0.837) which contained content and cognitive domain. Data analysis used two way

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2

Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterize

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3

Dietiker, Leslie. "Mathematical story: a metaphor for mathematics curriculum." Educational Studies in Mathematics 90, no. 3 (2015): 285–302. http://dx.doi.org/10.1007/s10649-015-9627-x.

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4

Taveira, Flavio Augusto Leite. "Curriculum, Curricular Justice, and Mathematics Education: a political manifesto." Revista Internacional de Pesquisa em Educação Matemática 14, no. 2 (2024): 1–13. http://dx.doi.org/10.37001/ripem.v14i2.3947.

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This study aims to carry out a systematic literature review on curricular justice in mathematics education in databases that offer privileged spaces for disseminating knowledge about the curriculum-mathematics education binomial. Since this review offers no results, it discusses how some publications on the curricular debate in mathematics education approach Robert Connell’s theorization on curricular justice. Thus, this review defends the need to think about curricular justice in mathematics education in our times and states that no production focuses on discussions about issues of curricular

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Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory

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6

Buck, Robert E., Elise M. Grabner, and Gary B. Roberts. "MATHEMATICS, CURRICULUM, CAREERS." PRIMUS 8, no. 2 (1998): 184–90. http://dx.doi.org/10.1080/10511979808965894.

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7

Schoenefeld, Dale A., and Roger L. Wainwright. "Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica." ACM SIGCSE Bulletin 25, no. 1 (1993): 78–82. http://dx.doi.org/10.1145/169073.169353.

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Luitel, Laxman, and Binod Prasad Pant. "Images of Undergraduate Mathematics Curriculum: A Critical Self-Reflection." Mathematics Education Forum Chitwan 6, no. 6 (2021): 66–81. http://dx.doi.org/10.3126/mefc.v6i6.42409.

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Higher education practices in Nepal have been playing an important role to train and develop pre-service school teachers. This paper critically reflects on the curricular and pedagogical practices of mathematics education based on the first author's experiences of learning at the undergraduate level from the perspective of mathematics curriculum images and pedagogical implications. Subscribing to autoethnography as a research methodology, we analysed the first author's experiences as an undergraduate student in one of the public campuses in Nepal which point to two major images of mathematics

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9

Hatfield, Mary M., and Gary G. Bitter. "Communicating Mathematics." Mathematics Teacher 84, no. 8 (1991): 615–22. http://dx.doi.org/10.5951/mt.84.8.0615.

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Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation

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10

Hafiz, Mohammad Ather Khan. "Curriculum of Mathematics in Pakistan and International Standards: A Comparative Study." Global Social Sciences Review 3, no. 2 (2018): 273–300. https://doi.org/10.5281/zenodo.4346340.

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Curriculum which is considered as the main tool education cannot remain the same endlessly. With the expansion of spectrum of knowledge, upgrading of the curriculum is needed with the passage of time. It is nevertheless, the timely updates and restructuring of curriculum can enhance the standard of education. It is therefore, change in curriculum and comparative analysis of the curriculum has been a hot debated topic not only in Pakistan but also all around the world. Current design of the study can be used to analyze the curriculum of mathematics for secondary level of education prescribed by

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11

Hafiz, Mohammad Ather Khan, Tahir Khan Farooqi Muhammad, and Mehmood Shahid. "Curriculum of Mathematics in Pakistan and International Standards: A Comparative Study." GLOBAL SOCIAL SCIENCES REVIEW (GSSR) III, no. II (2018): 273–300. https://doi.org/10.31703/gssr.2018(III-II).16.

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Curriculum which is considered as the main tool education cannot remain the same endlessly. With the expansion of spectrum of knowledge, upgrading of the curriculum is needed with the passage of time. It is nevertheless, the timely updates and restructuring of curriculum can enhance the standard of education. It is therefore, change in curriculum and comparative analysis of the curriculum has been a hot debated topic not only in Pakistan but also all around the world. Current design of the study can be used to analyze the curriculum of mathematics for secondary level of education prescribed by

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12

Smith, K. J., and Jasmine Denyer. "Mathematics across the Curriculum." Mathematical Gazette 69, no. 447 (1985): 56. http://dx.doi.org/10.2307/3616463.

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13

Brown, Roger. "Developing Your Mathematics Curriculum." Mathematical Gazette 72, no. 461 (1988): 233. http://dx.doi.org/10.2307/3618265.

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14

Stochl, James. "Curriculum Reform in Mathematics." National Association of Early Childhood Teacher Educators Bulletin 9, no. 2 (1988): 8–10. http://dx.doi.org/10.1080/23752599.1988.11090023.

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15

Mulholland, Vivienne. "Mathematics across the curriculum." Early Child Development and Care 82, no. 1 (1992): 37–47. http://dx.doi.org/10.1080/0300443920820104.

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16

Cerrito, Patricia B. "Mathematics across the Curriculum." College Teaching 44, no. 2 (1996): 48–51. http://dx.doi.org/10.1080/87567555.1996.9933426.

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17

Fujioka, Nobukatsu, and Bunpot Suwannaprasert. "Japanese Mathematics Curriculum Outcomes." Journal of Educational Research 88, no. 6 (1995): 372–77. http://dx.doi.org/10.1080/00220671.1995.9941183.

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18

Spunde, Walter G. "Challenging the mathematics curriculum." ACM SIGAPL APL Quote Quad 23, no. 1 (1992): 228–34. http://dx.doi.org/10.1145/144052.144138.

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19

Throop Robinson, Evan, and Lori McKee. "Adapting Mathematics Curriculum Making." Brock Education Journal 33, no. 2 (2024): 8–31. http://dx.doi.org/10.26522/brocked.v33i2.1016.

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This paper offers insights into how mathematics education researchers can learn from preservice teachers (PSTs) by building upon parallels between adapting curriculum making and designing research. The pandemic created learning opportunities for PSTs to anticipate mathematics curriculum anew and obstacles for researchers to study their pedagogical processes. How PSTs adapted designs to include new contexts (home environment, parental/guardian involvement, materials) parallels how curriculum researchers might become more tentative, responsive, and adaptable to unforeseen circumstances.

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20

Kim Sung Joon. "A Comparative Study on Laos Educational Curriculum, Mathematics Curriculum, and Mathematics Textbooks." 동남아연구 20, no. 3 (2011): 69–107. http://dx.doi.org/10.21485/hufsea.2011.20.3.003.

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21

Gailey, Stavroula K. "The Mathematics-Children's-Literature Connection." Arithmetic Teacher 40, no. 5 (1993): 258–61. http://dx.doi.org/10.5951/at.40.5.0258.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) promotes mathematical power for all students so that they can function a informed citizens in a rapidly changing and technologically complex society. A way of working toward this goal is by investigating connections within mathematics and between mathematics and other instructional areas. The mathematic— children's-literature connection is examined in this article.

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22

Xu, Chang, and Yi Zhu. "A Comparative Study of High School Mathematics Curriculum Standards in China and the United States." Journal of Education and Educational Policy Studies 3, no. 1 (2025): 45–57. https://doi.org/10.54254/3049-7248/2025.21486.

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This study examines the high school mathematics curriculum standards of China and the United States, focusing on Chinas General High School Mathematics Curriculum Standards (2017 Edition, Revised in 2020) (hereinafter referred to as the China Standards) and the high school section of the U.S. Common Core State Standards for Mathematics (CCSSM) (hereinafter referred to as the U.S. Standards). Through a detailed comparative analysis of the historical background, framework, curricular philosophy and characteristics, competencies and objectives, as well as content and level requirements of these s

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23

Siregar, Torang, Lisda Lubis, Samsiderni Siregar, et al. "What Mathematical Knowledge is Needed for Teaching Mathematics ?" What Mathematical Knowledge is Needed for Teaching Mathematics ? 1, Vol. 1 No. 1 (2023): October 2023 (2024): 14. https://doi.org/10.59890/ijaer.v1i1.391.

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Concern about Padangsidimpuan City students’ mathematics achievement has grown; evidence makes plain that the teaching and learning of mathematics in the Padangsidimpuan City needs improvement. This is not the first time that this country has turned its worried attention to mathematics education. However, past efforts have consisted of effort more than effect. We are not likely to succeed this time, either, without taking into account what has led to the disappointing outcomes of past efforts and examining factors that contribute to success in other countries. Consider what research and

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24

Şahin, İsmet. "CURRICULUM ASSESSMENT: CONSTRUCTIVIST PRIMARY MATHEMATICS CURRICULUM IN TURKEY." International Journal of Science and Mathematics Education 8, no. 1 (2009): 51–72. http://dx.doi.org/10.1007/s10763-009-9162-2.

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25

Peralta, Deise Aparecida, José Augusto Pacheco, and Wagner Barbosa de Lima Palanch. "Mathematics Teachers and Curriculum: Authors or Actors?" Acta Scientiae 23, no. 8 (2021): 68–101. http://dx.doi.org/10.17648/acta.scientiae.6416.

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Background: Among the plurality of themes addressed by curricular studies, the nature of decision-making processes involving education professionals has guided some research agendas. Delineated by one of those agendas, this text starts by asking what the participation of teachers in processes involving curriculum is. Objective: To analyse the rationality underlying the involvement of mathematics teachers in the context of curriculum reforms in Brazil and Portugal, presenting a theoretical basis inspired by Jürgen Habermas and its suitability to discuss teachers’ participation as authors or act

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26

Valle, Júlio César Augusto. "School mathematics and teaching authorship in Brazilian curriculum production (1929-2019)." Revista de Ensino de Ciências e Matemática 13, no. 6 (2022): 1–17. http://dx.doi.org/10.26843/rencima.v13n6a29.

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The purpose of this text is to present an institutional research and discuss the partial results of its development. The proposal is situated in the context of the “Mathematics in the curriculum of Basic Education, its epistemologies and policies”, which aims to map and analyze the curricular proposals and/or the prescribed curriculum in Brazil, from 1929 to 2019, so that it is possible to understand how the epistemology of mathematics supported each movement, as well as its implications for the teaching of the discipline in each historical period. Furthermore, it seeks to understand and discu

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27

Seitz, Paolina. "Curriculum Alignment Among the Intended, Enacted, and Assessed Curricula for Grade 9 Mathematics." Journal of the Canadian Association for Curriculum Studies 15, no. 1 (2017): 72–94. http://dx.doi.org/10.25071/1916-4467.40286.

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This study examined curriculum alignment among the intended, the enacted, and the assessed curricula in Grade 9 mathematics in two domains: content/operations and cognitive processes. The Program of Studies was used to determine the content/ operations and the Delphi method was used to identify the cognitive levels for the intended curriculum. Classroom observations were used to capture the enacted curriculum. End of unit tests were used to determine the assessed curriculum. Results indicated that curriculum alignment among the intended, enacted and assessed curricula for the mathematics conte

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28

Zhou, Lili, Jane-Jane Lo, and Jinqing Liu. "The Journey Continues: Mathematics Curriculum Analysis from the Official Curriculum to the Intended Curriculum." Journal of Curriculum Studies Research 5, no. 3 (2023): 80–95. http://dx.doi.org/10.46303/jcsr.2023.32.

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In this paper, we share major lessons we have learned in our curriculum analysis explorations and provide suggestions for future mathematics curriculum research. Specifically, we will discuss the successes and challenges of using comparative methods and developing analytical frameworks. Using an old Chinese saying, follow the vine to get the melon (顺藤摸瓜), our journey starts with getting a holistic picture of standards and moves to identifying a specific topic in the textbooks. We first conducted a study to compare the geometry standards of the Common Core State Standards for Mathematics (CCSSM

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29

Collison, Judith. "Using Performance Assessment to Determine Mathematical Dispositions." Arithmetic Teacher 39, no. 6 (1992): 40–47. http://dx.doi.org/10.5951/at.39.6.0040.

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The proliferation of information and information technology demands educational change, especially in mathematics. The emphasis must shift from mere acquisition to the use of information to deepen mathematical understanding and appreciation. The NCTM 's Curriculum and Evaluation Standards (1989) envisions a new curriculum. Among its goals are the development of “mathematical power,” or “numeracy” (National Research Council 1989) and an appreciation of the beauty and power of mathematic (NCTM 1989). Mathematics instruction must not merely expand students' knowledge of mathematics but must also

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Bobis, Janette. "International Update: a National Australian Statement on Mathematics." Arithmetic Teacher 40, no. 8 (1993): 486–87. http://dx.doi.org/10.5951/at.40.8.0486.

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A National Statement on Mathematics for Australian Schools (Australian Education Council and the Curriculum Corporation 1991) wa released in July 1991. This document is the result of a collaborative project whose recommendations are to be implemented by the State and Territory Government education systems in Australia. It does not prescribe a panicularcurriculum but supplies a framework around which system and schools in the proces of planning can structure their mathematic curriculum.

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Ratu Sarah Fauziah Iskandar, Aji Raditya, and Trisna Roy Pradipta. "ANALYSIS OF MATHEMATICS PROBLEMS IN THE 2013 CURRICULUM AND CAMBRIDGE CURRICULUM MATHEMATICS TEXTBOOKS." Kalamatika: Jurnal Pendidikan Matematika 6, no. 1 (2021): 99–110. http://dx.doi.org/10.22236/kalamatika.vol6no1.2021pp99-110.

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Several factors influence the success of learning; one of them is the quality of textbooks. Textbooks have a pivotal role in learning, namely, representing the teacher's explanation in front of the class. Curricula have continuously changed because they are far from the expectations. In Indonesia, many schools have implemented an international curriculum to improve school quality. One of the curricula used is the Cambridge curriculum. This study analyzed the types of problems in the Cambridge and 2013 curriculum mathematics textbooks, especially on quadratic equations. This research utilized a

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32

Fueyo, Vivian, George Roy, and Phillip Vahey. "SunBay Digital Mathematics." Educational Renaissance 1, no. 2 (2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.

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By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprisin

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33

Do, Jonghoon. "Analyzing changes of high school 1st year mathematics according to changes of national mathematics curriculum focused on changes of contents of algebra." Journal of Field-based Lesson Studies 5, no. 1 (2024): 217–42. http://dx.doi.org/10.22768/jfls.2024.5.1.215.

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High school 1st year mathematics has been considered explicitly or implicitly as a common curriculum or a common subject in Korea. Which changes have occurred in high school 1st year mathematics according to changes of national mathematics curriculum? In this paper we investigate changes of high 1st year mathematics according to changes of curriculum focused on changes of contents of algebra. For this we first analyze literature including national mathematics curriculum from the 1st national mathematics curriculum to the 2022 revised national mathematics curriculum, research reports, mathemati

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Danişman, Şahin. "Examining Mathematics Teachers’ Use of Curriculum and Textbook." International Journal of Psychology and Educational Studies 6, no. 3 (2019): 61–72. http://dx.doi.org/10.17220/ijpes.2019.03.007.

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35

Horton, Robert M., Traci Hedetniemi, Elaine Wiegert, and John R. Wagner. "Integrating Curriculum through Themes." Mathematics Teaching in the Middle School 11, no. 8 (2006): 408–15. http://dx.doi.org/10.5951/mtms.11.8.0408.

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Integrating mathematics, science, language arts, and social studies within the middle school curriculum can be an important and worthwhile endeavor. With integration, students realize that, at least in the real world, disciplines do not exist in perfect isolation and that the separations so often seen in school are arbitrary and, at times, unnecessary. Although any one of these disciplines can be the center of the integration, mathematics may be the most natural choice, especially when we focus on mathematical models, descriptions of real-world phenomena through mathematics. The Connections st

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Corwin, Rebecca B. "Implementing the Professional Standards for Teaching Mathematics: Doing Mathematics Together: Creating a Mathematical Culture." Arithmetic Teacher 40, no. 6 (1993): 338–41. http://dx.doi.org/10.5951/at.40.6.0338.

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Rebecca Corwin is professor of education at Lesley College in Cambridge. Massachusetts. where she teaches courses in mathematics education. curriculum development and computer intergration. She is also codirector of the National Science foundation-funded Talking Mathematics projett at the Technical Education Research Center (TERC) in Cambridge

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37

Gerver, Robert, and Richard Sgroi. "Retooling the General-Mathematics Curriculum." Mathematics Teacher 85, no. 4 (1992): 270–74. http://dx.doi.org/10.5951/mt.85.4.0270.

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The climate in United States schools has changed considerably since the days when gumchewing and running in the halls were the major problems. Social, political, economic, and technological changes have dramatically altered the classroom environment, as well as the mathematics skills needed to succeed in an increasingly quantitative society. How have the general-mathematics programs in our high schools adapted to these changes? What can be done to retool the general-mathematics curriculum?

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38

Thompson, Charles S., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school dis

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39

Litwiller, Bonnie H., and David R. Duncan. "Combinatorics Connections: Playoff Series and Pascal's Triangle." Mathematics Teacher 85, no. 7 (1992): 532–35. http://dx.doi.org/10.5951/mt.85.7.0532.

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One major theme of the National Council of Teachers of Mathematic's Curriculum and Evaluation Standards far School Mathematics (1989) is the connection between mathematical ideas and their applications to real-world situations. We shall use concepts from discrete mathematics in describing the relationship between sports series and Pascal's triangle.

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40

Toh, Tin Lam. "School calculus curriculum and the Singapore mathematics curriculum framework." ZDM – Mathematics Education 53, no. 3 (2021): 535–47. http://dx.doi.org/10.1007/s11858-021-01225-6.

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41

Kusuma, Jaka Wijaya, Iwan Junaedi, Mulyono Mulyono, and Hamidah Hamidah. "Curriculum Reform in East Timor: Curriculum Mathematics Primary School." Eduma : Mathematics Education Learning and Teaching 10, no. 2 (2021): 134. http://dx.doi.org/10.24235/eduma.v10i2.8783.

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Kusuma, Jaka Wijaya, Iwan Junaedi, Mulyono Mulyono, and Hamidah Hamidah. "CURRICULUM REFORM IN EAST TIMOR: CURRICULUM MATHEMATICS PRIMARY SCHOOL." National Conference on Applied Business, Education, & Technology (NCABET) 1, no. 1 (2021): 704–12. http://dx.doi.org/10.46306/ncabet.v1i1.58.

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This study aimed to analyze the newly developed math curriculum taking into account the views of teachers and students. Curriculum analysis is realized in three dimensions; (1) Classroom management – the physical and emotional environment of the classroom, the role of teachers and students, and interactions, (2) Instructions – objectives, planning, implementation, methods and techniques, instructional media, and measurement and evaluation, and (3) Strengths (and benefits) and weaknesses (and limitations). Qualitative case study methods are utilized with literature reviews. The responses collec

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43

G Gonzaga, Yuri. "Perception of Mathematics Teachers on RBEC and K-12 Curriculum in Teaching Mathematics." International Journal of Science and Research (IJSR) 11, no. 9 (2022): 797–801. http://dx.doi.org/10.21275/sr22916152406.

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44

Jukić Matić, Ljerka. "Navigating the seas of the curriculum: A mathematics teacher’s interactions with curriculum materials." European Journal of Science and Mathematics Education 12, no. 4 (2024): 468–88. http://dx.doi.org/10.30935/scimath/14912.

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Curriculum materials are not a fixed object; they are an active partner in a teacher’s practice. Teachers and curriculum materials interact in a participatory relationship where both the characteristics of the teacher and the characteristics of the curriculum material affect the instruction. Teachers interpret and tailor these materials to create particular instructional strategies, therefore, teachers can be considered as lesson designers. The study presented in this paper uses longitudinal case study design to investigate the relationship between a mathematics teacher and curriculum material

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45

Gordon, Marshall. "Mathematics Students as Artists: Broadening the Mathematics Curriculum." Journal of Humanistic Mathematics 9, no. 2 (2019): 192–210. http://dx.doi.org/10.5642/jhummath.201902.13.

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46

Estes, Paul L. "Writing Across the Mathematics Curriculum." WAC Journal 1, no. 1 (1989): 10–16. http://dx.doi.org/10.37514/wac-j.1989.1.1.03.

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47

Hobbs, David, Paul Dowling, and Richard Noss. "Mathematics versus the National Curriculum." Mathematical Gazette 75, no. 473 (1991): 363. http://dx.doi.org/10.2307/3619525.

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Whetton, David, L. Bostock, S. Chandler, A. Shepherd, and E. Smith. "STP National Curriculum Mathematics 10B." Mathematical Gazette 84, no. 499 (2000): 154. http://dx.doi.org/10.2307/3621527.

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MacAogain, E. "Computers and the Mathematics Curriculum." Irish Mathematical Society Bulletin 0018 (1987): 69–77. http://dx.doi.org/10.33232/bims.0018.69.77.

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50

Addicks, Tom. "Logo in the Mathematics Curriculum." Mathematics Teacher 79, no. 6 (1986): 424–28. http://dx.doi.org/10.5951/mt.79.6.0424.

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Most applications of Logo in grades 5-10 have dealt with geometric concepts. New uses of Logo are just beginning to reach the classroom. One new use that I have found is in the study of simple descriptive statistics.

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