Mathematics Curriculum
Chapter
Abstract
How may we distinguish good work from bad? How can we devise critical standards for evaluating Mathematics Education in its environment. I shall confine these questions to the general area of mathematical curricula, by consideration of well-known examples: more recent ones will presumably be reported at this Congress. It is necessary to warn you of my (conscious) biasses: (i) I am a University teacher of Mathematics in England (ii)I believe that what finally matters is not the administration, not the hierarchy of inspectors etc., but the teachers and their pupils.
Keywords
Mathematics Education Mathematics Teacher School Mathematics Curriculum Development Problem Context
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© Birkhäuser Boston, Inc. 1983