Literaturnachweis - Detailanzeige
| Autor/in | Brown, Margaret |
|---|---|
| Titel | Going Back or Going Forward? Tensions in the Formulation of a New National Curriculum in Mathematics |
| Quelle | In: Curriculum Journal, 22 (2011) 2, S.151-165 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0958-5176 |
| Schlagwörter | National Curriculum; Mathematics Curriculum; Curriculum Development; Cultural Background; Inferences; Mathematics Instruction; Comparative Analysis; Evidence; Foreign Countries; Mathematics Education; United Kingdom; Program for International Student Assessment; Trends in International Mathematics and Science Study |
| Abstract | 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.) (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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