Implementing a reform-oriented mathematics syllabus

a survey of secondary teachers

Michael Cavanagh

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

Abstract

This paper presents part of an on-going study into how secondary teachers in New South Wales are implementing a reform-oriented syllabus. A self report survey was used in a preliminary investigation to identify how teachers interpreted the aims of the syllabus and the impact it had on their classroom practice. Teachers appeared to understand the reform agenda of the new syllabus as set out in the Working Mathematically strand of the curriculum but were divided in their response to it. Three groups of teachers emerged from the data analysis: Dissenters who oppose any change, Aspirants who want to change buffed unable to do so, and Supporters who welcome the reforms and are willing to adopt them in their classrooms.

Original languageEnglish
Title of host publicationPME 30: proceedings of the 30th conference of the international group for the psychology of mathematics education, vol 2
EditorsJarmila Novotná, Hana Moraová, Magdalena Krátká, Nad'a Stehlí­ková
PublisherINT GRP PSYCHOL MATH EDUC
Pages273-280
Number of pages8
ISBN (Print)*****************
Publication statusPublished - 2006
EventConference of the International Group for the Psychology of Mathematics Education (30th : 2006) - Prague, Czech Republic
Duration: 16 Jul 200621 Jul 2006

Publication series

NamePME Conference Proceedings
PublisherINT GRP PSYCHOL MATH EDUC
ISSN (Print)0771-100X

Conference

ConferenceConference of the International Group for the Psychology of Mathematics Education (30th : 2006)
CountryCzech Republic
CityPrague
Period16/07/0621/07/06

Keywords

  • CURRICULUM

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