Managing learning trajectories: the case of 14-19 mathematics

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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...

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Bibliographic Details
Main Authors:	Noyes, Andrew, Sealey, Paula
Format:	Article
Published:	Taylor and Francis Group 2011
Subjects:	mathematics department leaders curriculum teaching learner progression 14–19 year olds
Online Access:	https://eprints.nottingham.ac.uk/27786/

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