Pressestimmen
'I strongly recommend this book to students of mathematics education as well as to teachers and members of the general public. It is an extremely comprehensive record of the implementation of The National Curriculum' - Equals 'This is a well-written, clearly explained, jargon-free book, which I recommend to researchers, teachers, student-teachers, curriculum developers and even, or perhaps particularly, politicians! It deserves to play a prominent part in the continuing debate on improving mathematics teaching and learning' - Mathematics Education Review 'I strongly recommend this book to students of mathematics education as well as to teachers and members of the general public. It is an extremely comprehensive record of the implementation of The National Curriculum' - Equals 'This is a well-written, clearly explained, jargon-free book, which I recommend to researchers, teachers, student-teachers, curriculum developers and even, or perhaps particularly, politicians! It deserves to play a prominent part in the continuing debate on improving mathematics teaching and learning' - Mathematics Education Review
Kurzbeschreibung
I strongly recommend this book to students of mathematics education as well as to teachers and members of the general public. It is an extremely comprehensive record of the implementation of The National Curriculum' - Equals 'This is a well-written, clearly explained, jargon-free book, which I recommend to researchers, teachers, student-teachers, curriculum developers and even, or perhaps particularly, politicians! It deserves to play a prominent part in the continuing debate on improving mathematics teaching and learning' - Mathematics Education Review This book gives a broad view of developing policy in the years leading up to The National Curriculum, with a close focus on the intricacies of policy implementation and review - 'friction at the interface'. The book examines with a two-year research study evaluating the implementation of The National Curriculum Mathematics at Key Stages 1, 2 and 3. The focus of the study was on primary and secondary teachers and their perceptions and actions in a period of major change brought about by the move to a statutory National Curriculum.
