Sets, Lies and Stereotypes

Part of the Mathematics Education Library book series (MELI, volume 14)


In an earlier version of this paper (Noss, 1989), I sketched the rationale for recent changes in the UK curriculum, reviewed its antecedents, and offered a critical reading of the response to such changes from mathematical educators. In Noss (1990), I developed this theme, and tried to show how the specificities of the new National Curriculum played a role in establishing the general priorities of those in a dominant position in UK society. In this paper, I attempt to draw broader and more general conclusions, and to discuss the ways in which mathematics curricula can be conceptualised from a political point of view.


Mathematical Knowledge National Curriculum Mathematical Content Liberal Democracy Labour Process 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Alexander, D.: 1991, Curriculum turmoil in liberal democracies. Journal of Curriculum Studies p. 71–78.Google Scholar
  2. Aronowicz, S. and Giroux, H.: 1987, Ideologies about schooling: rethinking the nature of educational reform. Journal of Curriculum Theorizing 7, 1, 7–38.Google Scholar
  3. Beynon, H.: 1973, Working for Ford Harmondsworth: Penguin.Google Scholar
  4. Bowles, S. and Gintis, H: 1976, Schooling in Capitalist America. London: RKPGoogle Scholar
  5. Braverman, H.: 1974, Labor and Monopoly Capital: The Degredation of Work in the Twentieth Century. New York: Monthly Review Press.Google Scholar
  6. Brousseau, G.: 1984, The Crucial Role of the Didactical Contract in the Analysis and Construction of Situations in Teaching and Learning Mathematics in Steiner H. (Ed.) Theory of Mathematics Instruction. IDM: Bielefeld.Google Scholar
  7. D.E.S.: 1988 Mathematics for ages 5–16. London: HMSO.Google Scholar
  8. Damerow, P. and Westbury, I.: 1985, Mathematics for all–problems and implications Journal of Curriculum studies, 17, 2, 175–184.CrossRefGoogle Scholar
  9. Gintis, H. and Bowles, S.: 1988, Contradiction and reproduction in educational theory in Cole M. (Ed) Bowles and Gintis Revisited, p. 16–32. London: Falmer.Google Scholar
  10. Giroux, H.: 1983, Theory and Resistance in Education London: Heinemann.Google Scholar
  11. Hayden, R. and Rudolph, W.: 1984, Will there be a New ‘New Math?’ Journal of Curriculum Studies, 16, 3, 311–316.CrossRefGoogle Scholar
  12. Howson, G., Keitel, C. and Kilpatrick, J.: 1981, Curriculum development in mathematics Cambridge:Cambridge University Press.Google Scholar
  13. Hoyles, C.: 1988, Paradoxes in Mathematics Education in the 1980s In: Clough et al. (Eds.) The new learning: change and challenge in curriculum design. Macmillan.Google Scholar
  14. Lewis, T. and Gagel, C.: 1992, Technological literacy: a critical analysis Journal of Curriculum Studies 24, 2, 117–138.CrossRefGoogle Scholar
  15. Maclure, J. S.: 1965, Educational Documents. London: Methuen.Google Scholar
  16. Mathews, J.: 1989, Tools of Change: New Technology and the Democratisation of Work. Marrickville NSW, Pluto.Google Scholar
  17. Mellin-Olsen, S.: 1987, The Politics of Mathematics Education. Dordrecht: Reidel.Google Scholar
  18. Noss, R.: 1989, Just testing: a critical view of recent change in the UK MathematicsGoogle Scholar
  19. Curriculum. in Clements K. and Ellerton N. (Eds.) School Mathematics: the challenge to change. Deakin University Press.Google Scholar
  20. Noss, R.: 1990, The National Curriculum and Mathematics: a case of divide and rule? in Dowling P. and Noss R. Mathematics versus the National Curriculum. London: Falmer Press. pp. 13–32.Google Scholar
  21. Popkewitz, T. and Pitman, A: 1986, The idea of progress and the legitimation of state agendas: American proposals for school reform. Curriculum and Teaching, 1,1, 1124. TES, 3.6. 88, p17.Google Scholar
  22. Postman, N.: 1970, The politics of reading. Harvard Educational Review, 40.Google Scholar
  23. Whitty, G.: 1985, Sociology and school knowledge. London: Methuen.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht 1994

Authors and Affiliations

  1. 1.Department of Mathematics, Statistics & ComputingInstitute of EducationLondonUK

Personalised recommendations