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ERIC Number: EJ763483
Record Type: Journal
Publication Date: 2007-Jun
Pages: 22
Abstractor: Author
Reference Count: 79
ISBN: N/A
ISSN: ISSN-0022-0272
The Curricular Importance of Mathematics: A Comparison of English and Hungarian Teachers' Espoused Beliefs
Andrews, Paul
Journal of Curriculum Studies, v39 n3 p317-338 Jun 2007
This paper reports an interview study of 45 English and 10 Hungarian teachers of mathematics. The semi-structured interviews focused on the teachers' professional life-histories and invited them to discuss their beliefs about the necessary subject content for the teaching and learning of mathematics. Substantial differences emerged between the two cohorts, which accord with well-defined national perspectives on education in general and mathematics education in particular. They reflect, at national rather than individual levels, the expectations of the curricular frameworks within which teachers operate. English teachers tended to view mathematics as applicable number and the means by which learners are prepared for a world beyond school. Hungarian teachers privileged mathematics as problem-solving and logical thinking. (Contains 2 tables and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hungary; United Kingdom (England)