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ERIC Number: EJ862063
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1365-4802
Participation in Mathematics: What Is the Problem?
Noyes, Andrew
Improving Schools, v12 n3 p277-288 2009
This article considers participation in post-compulsory mathematics education (Advanced or A-level) which is currently exercising education policy-makers in England and elsewhere. I argue that the central problem is neither that of devising an economically motivated strategy for increasing student numbers nor simply raising the level of mathematical capability attained. Rather, the central problem is about "what" mathematics to teach, "how" and "why"? I will present emerging findings from two current studies of 14-19 mathematics education, highlighting socially differentiated patterns of participation. Then I will consider the values/philosophical influences on current policy and practice. This leads me to argue that the curriculum needs reframing so that all students are enabled to use their mathematics to read, understand, critique and act in the mathematically "formatted" worlds in which they live. (Contains 3 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)