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Mathematics curriculum documentation currently presents important information and messages for New Zealand teachers. Mathematical processes are not explicitly set out but embedded in different...
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The aim of this article is to comment on the ways in which beliefs and theories of learning affect the teaching and learning of mathematics. When mathematics is viewed as a static body of knowledge,...
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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...
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International comparative studies offer unique opportunities to interrogate and challenge embedded practices within education systems. In this paper we explore the textbook presentation of fractions...
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The integration of Number and Algebra into one strand in The New Zealand Curriculum (Ministry of Education, 2007) raises questions about the relationship between these two branches of mathematics and...
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Jane McChesney and Bronwen Cowie explore the key competencies of thinking and using language, symbols, and text in terms of Mathematics and Statistics, Science, and Technology. What do these...
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Judy Bailey shows how narrative inquiry can be a valuable tool by relating how she used a narrative inquiry methodology to expand her own understanding of mathematics curriculum.
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Though they are geographically close, England and France’s underlying philosophies regarding education and, for the focus of this paper, mathematics education, exhibit differences worth considering....
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My aim in this article is to encourage educators to deeply consider the values of justice and care in curriculum design and delivery. To support this argument I describe interviews with 12 women who...
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This article uses the story of Whakatauihuihu to help describe how the teaching of mathematics in te reo Māori (the Māori language) has developed. It begins by recounting the enthusiasm of the...
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