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Mathematics curriculum change: Parliamentary discussion over the past two decades

Margaret Walshaw and Roger Openshaw

This paper explores views of mathematics that have been offered in parliamentary exchanges over the past two decades. It makes connections between the development of mathematics curriculum and the political and ideological arrangements in which curriculum is nested. In tracing how school mathematics debates in parliamentary sessions are set within specific social, cultural and economic contexts, we draw attention to an increasing national drive for competitiveness and to heightened allegations of falling standards.

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