Time for curriculum reform: the case of mathematics

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Noyes, Andrew, Wake, Geoffrey and Drake, Pat (2013) Time for curriculum reform: the case of mathematics. Curriculum Journal, 24 (4). pp. 511-528. ISSN 0958-5176

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Abstract

Mathematics education is rarely out of the policy spotlight in England. Over the last ten years, considerable attention has been given to improving 14-19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project. From 2004-10 this project, which was directed by England’s Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14-19 year old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke’s discussion of time-scales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes.

Item Type: Article
RIS ID: https://nottingham-repository.worktribe.com/output/716302
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Curriculum Journal on 23/07/2013, available online: http://www.tandfonline.com/10.1080/09585176.2013.812973
Keywords: curriculum, mathematics, timescales, GCSE, reform
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/09585176.2013.812973
Depositing User: Noyes, Andrew
Date Deposited: 07 Dec 2014 23:32
Last Modified: 04 May 2020 16:37
URI: https://eprints.nottingham.ac.uk/id/eprint/27781

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