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ERIC Number: EJ933032
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0958-5176
Going Back or Going Forward? Tensions in the Formulation of a New National Curriculum in Mathematics
Brown, Margaret
Curriculum Journal, v22 n2 p151-165 2011
Inferences from recent international comparative data on mathematical attainment, frequently quoted as justification for curriculum change, are critically examined, and the implications are contrasted with expressed curricular aims. Using characterisations by Ball (1990) and Ernest (1991), positions of key actors are analysed in relation to priorities given to different aspects of the mathematics curriculum, in particular facts and skills, cultural heritage, functionality and curricular structure. These are compared with characterisations made in the late 1980s, and in the early years of the New Labour government. This analysis highlights tensions that are likely to arise in the design of a new curriculum in mathematics. (Contains 2 notes.)
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study