Implementing Change in Mathematics Education

Autor/in	Macnab, Donald S.
Titel	Implementing Change in Mathematics Education
Quelle	In: Journal of Curriculum Studies, 35 (2003) 2, S.197-216 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Foreign Countries; Languages; Mathematics Education; Curriculum Development; Surveys; Educational Change; Academic Achievement; Teaching Methods; Interviews; Educational Strategies; Student Reaction; Hungary; Switzerland; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Language; Sprache; Mathematische Bildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Survey; Umfrage; Befragung; Bildungsreform; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lehrstrategie; Schülerkritik; Ungarn; Schweiz; Großbritannien
Abstract	This paper outlines the results of a survey into the effects, during the 2 years following publication, of an official report--"Improving Mathematics Education 5-14"--on teaching and learning mathematics in Scottish schools. The purpose of the survey was to examine how the process of implementation worked its way down to the classroom and pupil level, to document the effect (at least in the short term) the report had on classroom organization, classroom methodology, and pupil learning and attitude, and to provide a snapshot of curriculum development at work in a particular educational, geographical, and time context. The survey revealed that the process of this curriculum change was a mixture of central direction and local individuality, and that the main thrust of the changes was accepted by teachers with little overt dissent. The survey also provided further evidence that curriculum change in Scotland tends to proceed without much consideration of general questions of purpose and motivation. (Contains 6 notes.) (Author).
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/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10