The Australian mathematics curriculum: A move forward or back to the future?

Atweh, Bill and Goos, Merrilyn (2011) The Australian mathematics curriculum: A move forward or back to the future?. Australian Journal of Education, 55 3: 214-228.

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Author Atweh, Bill
Goos, Merrilyn
Title The Australian mathematics curriculum: A move forward or back to the future?
Journal name Australian Journal of Education   Check publisher's open access policy
ISSN 0004-9441
Publication date 2011-12
Sub-type Article (original research)
Volume 55
Issue 3
Start page 214
End page 228
Total pages 15
Place of publication Camberwell, VIC, Australia
Publisher Australian Council for Educational Research
Collection year 2012
Language eng
Abstract The release of the Australian curriculum: Mathematics has generated considerable debate in the education community. Some educators warn that this debate has centred on mathematical content and skills, setting the conditions for a 'back to basics' movement in line with the political rhetoric that accompanied the national curriculum development. But the Shape of the Australian curriculum: Mathematics document contains a commitment to provide a futures-oriented curriculum. This article provides a critical analysis of the released curriculum document in the light of these claims. It questions whether the direction taken in the curriculum demonstrates a futuristic view of mathematics education. It considers whether the document is aligned with a national focus on education for citizenship, identified in past government declarations on education as the basis for the development of the national curriculum, and the role of technology in teaching mathematics based on decades of theorising and research in this area.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
Institute for Teaching and Learning Innovation Publications
 
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Created: Mon, 18 Jun 2012, 09:08:32 EST by Christopher O'Keefe on behalf of Teaching & Educational Development Institute