Time for curriculum reform: the case of mathematics
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...
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| Format: | Article |
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Taylor and Francis Group
2013
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| Online Access: | https://eprints.nottingham.ac.uk/27781/ |
| _version_ | 1848793437291151360 |
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| author | Noyes, Andrew Wake, Geoffrey Drake, Pat |
| author_facet | Noyes, Andrew Wake, Geoffrey Drake, Pat |
| author_sort | Noyes, Andrew |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:00:17Z |
| format | Article |
| id | nottingham-27781 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:00:17Z |
| publishDate | 2013 |
| publisher | Taylor and Francis Group |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-277812020-05-04T16:37:49Z https://eprints.nottingham.ac.uk/27781/ Time for curriculum reform: the case of mathematics Noyes, Andrew Wake, Geoffrey Drake, Pat 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. Taylor and Francis Group 2013-07-23 Article PeerReviewed 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 curriculum mathematics timescales GCSE reform http://www.tandfonline.com/doi/full/10.1080/09585176.2013.812973#.VGc34I2HSSo doi:10.1080/09585176.2013.812973 doi:10.1080/09585176.2013.812973 |
| spellingShingle | curriculum mathematics timescales GCSE reform Noyes, Andrew Wake, Geoffrey Drake, Pat Time for curriculum reform: the case of mathematics |
| title | Time for curriculum reform: the case of mathematics |
| title_full | Time for curriculum reform: the case of mathematics |
| title_fullStr | Time for curriculum reform: the case of mathematics |
| title_full_unstemmed | Time for curriculum reform: the case of mathematics |
| title_short | Time for curriculum reform: the case of mathematics |
| title_sort | time for curriculum reform: the case of mathematics |
| topic | curriculum mathematics timescales GCSE reform |
| url | https://eprints.nottingham.ac.uk/27781/ https://eprints.nottingham.ac.uk/27781/ https://eprints.nottingham.ac.uk/27781/ |