Reforming Mathematics Education: A Case Study Within the Context of New Times
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This paper employs an ethnographic approach to researching the implementation of a reform within a secondary school mathematics department. The study was conducted in a junior secondary/middle school context. Drawing on teacher interviews data, it is argued that there appears to be three main themes in teacher responses to reforms – the Conservatives who prefer the status quo, the Pragmatists who are concerned about practical issues related to implementation of reforms; and the Contemporaries who see the value and need for reform.
26th Annual Conference of the Mathematics Education Research Group of Australasia
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