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Searching the New Zealand curriculum landscape for clarity and coherence: Some tensions in Mathematics and Statistics

Author(s): 
Jane McChesney

Mathematics curriculum documentation currently presents important information and messages for New Zealand teachers. Mathematical processes are not explicitly set out but embedded in different locations and there are multiple sources of proxy official curriculum information for the primary school. This article identifies and discusses examples of curriculum tensions for teachers and suggests possible changes for any future renewal of the mathematics (and statistics) curriculum.

Start page: 
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