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The curricular importance of mathematics: a comparison of English and Hungarian teachers' espoused beliefs.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
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 ofmathematics. The semi-structured interviews focused on teachers’ professional lifehistories. Several questions, on which this paper is based, invited colleagues todiscuss their beliefs about the necessary subject content for the teaching andlearning of mathematics. The analyses indicated substantial differences between thetwo cohorts, which, it is argued, accord with well-defined national perspectives oneducation in general and mathematics education in particular and reflect, at nationalrather than individual levels, the expectations of the curricular frameworks withinwhich teachers operate and the findings of studies of classroom practice undertakenin their countries. English teachers tended to view mathematics as applicablenumber 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
Taylor and Francis, 2007. Vol. 39, no 3, 317-338- p.
Keyword [en]
comparative education, curriculum, mathematics teachers, teacher role
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: 2016-11-21Bibliographically approved

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