The Australian Mathematics Curriculum: A Move Forward or Back to the Future?
ARTICLE
Bill Atweh, Merrilyn Goos
Australian Journal of Education Volume 55, Number 3, ISSN 0004-9441
Abstract
The release of the "Australian curriculum: Mathematics" has generated considerable debate in the education community. Some educators warn that this debate has centred on mathematical content and skills, setting the conditions for a "back to basics" movement in line with the political rhetoric that accompanied the national curriculum development. But the "Shape of the Australian curriculum: Mathematics" document contains a commitment to provide a futures-oriented curriculum. This article provides a critical analysis of the released curriculum document in the light of these claims. It questions whether the direction taken in the curriculum demonstrates a futuristic view of mathematics education. It considers whether the document is aligned with a national focus on education for citizenship, identified in past government declarations on education as the basis for the development of the national curriculum, and the role of technology in teaching mathematics based on decades of theorising and research in this area.
Citation
Atweh, B. & Goos, M. (2011). The Australian Mathematics Curriculum: A Move Forward or Back to the Future?. Australian Journal of Education, 55(3), 214-228. Retrieved August 12, 2024 from https://www.learntechlib.org/p/111034/.
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Keywords
- Alignment (Education)
- Back to Basics
- Citizenship
- Computer Uses in Education
- Criticism
- Curriculum
- curriculum design
- curriculum development
- EDUCATIONAL ENVIRONMENT
- Educational History
- educational policy
- Educational Principles
- educational technology
- Educational Trends
- Foreign Countries
- Futures (of Society)
- Mathematics Curriculum
- mathematics education
- Mathematics Instruction
- National Curriculum
- policy analysis
- Policy Formation
- Politics of Education
- Problems
- Role of Education
- technology integration
Cited By
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EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 746–761
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