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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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The Ministry of Education is endeavouring to build an education system that is responsive to the challenges of the 21st century. This includes revising the school curriculum and a major investment in...
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This article deals with the philosophical issue of epistemology, or knowledge theory, in education as related to forms of learning, teaching methods and assessment in the language arts classroom,...
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Gregor Fountain analyses how, since the 1990s, changes to the curriculum and the development of NCEA have impacted on the teaching of history in New Zealand schools. He argues that the inclusion of...
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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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Using an infamous case of cyber bullying, Dennis Sumara, Brent Davis, and Tammy Iftody examine how we should teach “ethical know-how” for use in the social spaces of the Internet—a world that...
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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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When education forsakes the middle for the ends or the beginnings, it is deadly. (Grumet, 1995, p. 17)
In her response to the question of “what is basic” to education, Madeleine Grumet argues that...
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The Curriculum/Marautanga Project was launched in 2003 to build on the recommendations of the Curriculum Stocktake Report (Ministry of Education, 2002) in reframing the national curriculum. A key...
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Years 7–10 have now been identified as a distinct learning pathway within The New Zealand Curriculum. Penny Bishop and John Downes recognise this as an opportunity to address the declining engagement...
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