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Low Attainment in Mathematics: An Analysis of 60 Years of Policy Discourse in England

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Bibliographic Details
Title: Low Attainment in Mathematics: An Analysis of 60 Years of Policy Discourse in England
Language: English
Authors: Hodgen, Jeremy (ORCID 0000-0002-9196-4088), Foster, Colin (ORCID 0000-0003-1648-7485), Brown, Margaret
Source: Curriculum Journal. Mar 2022 33(1):5-24.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Low Achievement, Mathematics Education, Educational Policy, Educational History, Policy Analysis, Foreign Countries
Geographic Terms: United Kingdom (England)
DOI: 10.1002/curj.128
ISSN: 0958-5176
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1322761
Database: ERIC
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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.
ISSN:0958-5176
DOI:10.1002/curj.128