Managing learning trajectories: the case of 14-19 mathematics
In this paper we explore how mathematics department leaders manage curriculum (what is taught), teaching (how it is taught) and learner progression (what results) for 14-19 year olds. The background to the study is a range of national, and international, concerns about participation rates in univer...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Published: |
Taylor and Francis Group
2011
|
| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/27786/ |