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The curricular importance of mathematics: a comparison of English and Hungarian teachers' espoused beliefs
University of Cambridge, UK.ORCID iD: 0000-0003-3679-9187
2007 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 39, no 3, 317-338 p.Article in journal (Refereed) Published
Abstract [en]

This paper reports an interview study of 45 English and 10 Hungarian teachers of mathematics. The semi‐structured interviews focused on the teachers’ professional life‐histories and invited them to discuss their beliefs about the necessary subject content for the teaching and learning of mathematics. Substantial differences emerged between the two cohorts, which accord with well‐defined national perspectives on education in general and mathematics education in particular. They reflect, at national rather than individual levels, the expectations of the curricular frameworks within which teachers operate. English teachers tended to view mathematics as applicable number and the means by which learners are prepared for a world beyond school. Hungarian teachers privileged mathematics as problem‐solving and logical thinking.

Place, publisher, year, edition, pages
2007. Vol. 39, no 3, 317-338 p.
Keyword [en]
comparative education, curriculum, England, Hungary, mathematics teachers, teachers’ beliefs
National Category
Other Mathematics
Research subject
Mathematics Education
URN: urn:nbn:se:su:diva-111077DOI: 10.1080/00220270600773082OAI: diva2:774118
Available from: 2014-12-22 Created: 2014-12-22 Last updated: 2016-12-15Bibliographically approved

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