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Understanding the European policy landscape and its impact on change in mathematics and science pedagogies

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Abstract

Effecting an increase in the use of inquiry-based learning pedagogies in mathematics and science at a large scale across Europe has been promoted within the European education policy space. The primary goal is greater numbers of young people having more positive dispositions towards future careers in science, engineering and technology (Rocard in EUR22845—science education now: a renewed pedagogy for the future of Europe, http://www.eesc.europa.eu/resources/docs/rapportrocardfinal.pdf, 2007). We report on policy research as part of a European funded project that aims to support professional development that might bring about such changes. Our analysis points to policy activity that, to a greater or lesser degree, appears to be ineffective in meeting the desired outcomes in respect of teacher change. We identify why, although there is much policy activity, initiatives struggle to make an impact on teaching practices and learners’ experiences. Overall we point to misalignment in what policy defines in terms of input to learning, what is measured and valued in terms of outcomes, and what is desired in the teaching process. We also point to how policy fails to support development of the individual teacher and the teaching profession as a whole in ways that might effect the desired change.

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Notes

  1. PRIMAS is an international project in which 14 universities from 12 different countries participate. The project has received funding from the European Union Seventh Framework Programme (FP7/2007–2013) under Grant Agreement No. 244380.

  2. Throughout the paper ‘national’ is used, although it should be recognised that in the case of federal states (such as Germany, Spain, Switzerland) the evidence which is drawn upon here pertains to only one discrete region (Baden-Wuerttenburg, Andalusia, Geneva) and may only be indicative of the nation as a whole. ‘National’ therefore might be read as national or regional throughout.

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Acknowledgments

This paper is based on work carried out within the project PRIMAS—Promoting Inquiry in Mathematics and Science Education Across Europe (http://www.primas-project.eu). Project coordination: University of Education, Freiburg (Germany). Partners: University of Genève (Switzerland), Freudenthal Institute, University of Utrecht (The Netherlands), MARS—Shell Centre, University of Nottingham (UK), University of Jaen (Spain), Konstantin the Philosopher University in Nitra (Slovak Republic), University of Szeged (Hungary), Cyprus University of Technology (Cyprus), University of Malta (Malta), Roskilde University, Department of Science, Systems and Models (Denmark), University of Manchester (UK), Babes-Bolyai University, Cluj Napoca (Romania), Sør-Trøndelag University College (Norway), IPN-Leibniz Institute for Science and Mathematics Education at the University of Kiel (Germany). The research leading to these results/PRIMAS has received funding from the European Union Seventh Framework Programme (FP7/2007–2013) under Grant Agreement No. 244380. This paper reflects only the authors’ views and the European Union is not liable for any use that may be made of the information contained herein.

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  1. School of Education, University of Nottingham, Jubilee Campus, Wollaton Road, Nottingham, NG8 1BB, UK

    Geoffrey David Wake & Hugh Burkhardt

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  1. Geoffrey David Wake
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  2. Hugh Burkhardt
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Correspondence to Geoffrey David Wake.

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Wake, G.D., Burkhardt, H. Understanding the European policy landscape and its impact on change in mathematics and science pedagogies. ZDM Mathematics Education 45, 851–861 (2013). https://doi.org/10.1007/s11858-013-0513-7

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