Time for curriculum reform: the case of mathematics

Noyes, Andrew; Wake, Geoffrey; Drake, Pat

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.

Citation

Noyes, A., Wake, G., & Drake, P. Time for curriculum reform: the case of mathematics. Curriculum Journal, 24(4), https://doi.org/10.1080/09585176.2013.812973

• Journal Article Type: Article
• Deposit Date: Dec 7, 2014
• Journal: Curriculum Journal
• Print ISSN: 0958-5176
• Electronic ISSN: 0958-5176
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 24
• Issue: 4
• DOI: https://doi.org/10.1080/09585176.2013.812973
• Keywords: curriculum, mathematics, timescales, GCSE, reform
• Public URL: https://nottingham-repository.worktribe.com/output/716302
• Publisher URL: http://www.tandfonline.com/doi/full/10.1080/09585176.2013.812973#.VGc34I2HSSo
• 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