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Sets, Lies and Stereotypes

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

Abstract

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.

Keywords

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.

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Copyright information

© Springer Science+Business Media Dordrecht 1994

Authors and Affiliations

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

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