Low attainment in mathematics: An analysis of 60 years of policy discourse in England.
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| Title: | Low attainment in mathematics: An analysis of 60 years of policy discourse in England. |
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| Authors: | Hodgen, Jeremy1 jeremy.hodgen@ucl.ac.uk, Foster, Colin2, Brown, Margaret3 |
| Source: | Curriculum Journal. Mar2022, Vol. 33 Issue 1, p5-24. 20p. 1 Chart, 1 Graph. |
| Subject Terms: | *Mathematical ability, *Mathematics education, *Educational equalization, Policy discourse |
| Geographic Terms: | England |
| Abstract: | The problem of low attainment in mathematics has been an increasingly prominent feature of the policy discourse in England over the last 60 years; however, evidence from comparative studies indicates that little progress has been made in finding a solution. In this paper, we analyse the changing policy discourse of low attainment in mathematics through the main reports and speeches published in England, beginning with the Newsom Report, Half Our Future, in 1963, and continuing to the present day. We chart the evolving perspectives on the nature of ability, expectations, curriculum ideology and frame of reference through the changing language used in these documents, noting tensions and inconsistencies which arise through continuing lack of clarity about definitions and assumptions. [ABSTRACT FROM AUTHOR] |
| Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 154688250 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Low attainment in mathematics: An analysis of 60 years of policy discourse in England. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hodgen%2C+Jeremy%22">Hodgen, Jeremy</searchLink><relatesTo>1</relatesTo><i> jeremy.hodgen@ucl.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Foster%2C+Colin%22">Foster, Colin</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Brown%2C+Margaret%22">Brown, Margaret</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Curriculum+Journal%22">Curriculum Journal</searchLink>. Mar2022, Vol. 33 Issue 1, p5-24. 20p. 1 Chart, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+discourse%22">Policy discourse</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22England%22">England</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The problem of low attainment in mathematics has been an increasingly prominent feature of the policy discourse in England over the last 60 years; however, evidence from comparative studies indicates that little progress has been made in finding a solution. In this paper, we analyse the changing policy discourse of low attainment in mathematics through the main reports and speeches published in England, beginning with the Newsom Report, Half Our Future, in 1963, and continuing to the present day. We chart the evolving perspectives on the nature of ability, expectations, curriculum ideology and frame of reference through the changing language used in these documents, noting tensions and inconsistencies which arise through continuing lack of clarity about definitions and assumptions. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=154688250 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/curj.128 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 5 Subjects: – SubjectFull: Mathematical ability Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Policy discourse Type: general – SubjectFull: England Type: general Titles: – TitleFull: Low attainment in mathematics: An analysis of 60 years of policy discourse in England. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hodgen, Jeremy – PersonEntity: Name: NameFull: Foster, Colin – PersonEntity: Name: NameFull: Brown, Margaret IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 09585176 Numbering: – Type: volume Value: 33 – Type: issue Value: 1 Titles: – TitleFull: Curriculum Journal Type: main |
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