Mathematics versus the national curriculum

著者

書誌事項

Mathematics versus the national curriculum

edited by Paul Dowling and Richard Noss

Falmer Press, 1990

  • : pbk

大学図書館所蔵 件 / 全12件

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注記

Includes bibliographical references and index

内容説明・目次

巻冊次

ISBN 9781850008910

内容説明

Now that we have National Curriculum, schools are no longer free to determine what is taught or even how it is taught. They are to be policed by a massive system of centralized assessment, certainly more bureaucratic than the most extreme bureaucracy of any nationalized industry which the government has so readily condemned over the past decade. This volume is an attempt to examine the phenomenon by taking as its central focus the case of mathematics, arguing that the National Curriculum has effectively emptied the maths curriculum of mathematics.

目次

  • Part 1 A critique of fundamentals: the national curriculum and mathematics - a case of divide and rule?, Richard Noss
  • the Shogun's and other curriculum voices, Paul Dowling. Part 2 Assessing assessment: the fundamental assumptions of national assessment, Harvey Goldstein
  • hierarchies in mathematics - a critique of the CSMS study, Declan O'Reilly
  • ratio in the national curriculum, Dietmar Kuchemann. Part 3 Lost opportunities: neglected voices - pupils' mathematics and the national curriculum, Celia Hoyles
  • testing investigations, Alison Wolf
  • the changing role of algebra in school mathematics - the potential of computer-based environments, Rosamund Sutherland
  • creating alternative realities - computers, modelling and curriculum change, Harvey Mellar. Part 4 From notional to national - problems of implementation: from notional to national curriculum - the search for a mechanism, Andrew Brown
  • training teachers in crisis - a case study of a part-time postgraduate certificate in education, Pat Drake. Afterward - multiplying by zero, Paul Dowling and Richard Noss.
巻冊次

: pbk ISBN 9781850008927

内容説明

Now that we have National Curriculum, schools are no longer free to determine what is taught or even how it is taught. They are to be policed by a massive system of centralized assessment, certainly more bureaucratic than the most extreme bureaucracy of any nationalized industry which the government has so readily condemned over the past decade. This volume is an attempt to examine the phenomenon by taking as its central focus the case of mathematics, arguing that the National Curriculum has effectively emptied the maths curriculum of mathematics.

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