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Time for curriculum reform: the case of mathematics

Noyes, Andrew; Wake, Geoffrey; Drake, Pat


Andrew Noyes

Geoffrey Wake

Pat Drake


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.

Journal Article Type Article
Journal Curriculum Journal
Print ISSN 0958-5176
Electronic ISSN 0958-5176
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 24
Issue 4
Institution Citation Noyes, A., Wake, G., & Drake, P. Time for curriculum reform: the case of mathematics. Curriculum Journal, 24(4), doi:10.1080/09585176.2013.812973
Keywords curriculum, mathematics, timescales, GCSE, reform
Publisher URL
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
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....80/09585176.2013.812973


Noyes Wake and Drake 2013 CJ post-print.pdf (492 Kb)

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