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The English Curriculum: 2008–2009
In 1998/9 the education system in England and Wales began a mathematics curriculum based on ‘core skills’ that enshrined traditional beliefs about ‘levels’ of knowledge and encouraged a utilitarian approach with a prescriptive pedagogy. Textbook design followed the syllabus, past test papers became de facto part of the curriculum, and the emphasis on examination targets produced little serious engagement with substantial mathematical thinking in most classrooms. The Teacher Training Establishments were inspected for their conformity to the system, and consequently the situation with regard to the history of mathematics has been far from that well-organized plan described by Lingard in Fauvel and van Maanen [11, pp. 117–122]. The latest Inspectors' report on our secondary schools shows that too many pupils are taught formulas that they do not understand, and cannot apply:
“The fundamental issue for teachers is how better to develop pupils' mathematical understanding. Too often, pupils are expected to remember methods, rules and facts without grasping the underpinning concepts, making connections with earlier learning and other topics, and making sense of the mathematics so that they can use it independently.” [21, p. 5]
In complete contrast, the new ‘Programmes of Study’ for mathematics for the 11–16 age group published in 2007 represent a radical change in approach, encouraging a more thoughtful and problem-based programme, and a “real and relevant context for learning” [23, p. 3].
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