In this position paper, as we embark on the collaborative, research-informed design of a complete, fully-resourced, free-to-access mathematics curriculum for students aged 11–14, we use the conceptual framework of mathematics curriculum as a story to draw out five key curriculum design principles. Both approaches seem problematic from the perspective of experiencing the mathematics curriculum as a coherent story, and neither seems likely to take best advantage of the accumulated body of knowledge in the education research literature about effective didactics for mathematics. ![]() Some schools base their teaching largely on a single published scheme, while others design their own schemes of learning, curating their resources from a range of (often free) online sources. The curriculum resources used for teaching secondary mathematics vary considerably from school to school.
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