Charles Darwin University

CDU eSpace
Institutional Repository

 
CDU Staff and Student only
 

The Australian Curriculum: Mathematics - World Class or Deja Vu?

Atweh, Bill, Miller, Donna and Thornton, Stephen (2012). The Australian Curriculum: Mathematics - World Class or Deja Vu?. In Atweh, Bill, Goos, Merrilyn, Jorgensen, Robyn and Siemon, Dianne(Ed.), Engaging the Australian National Curriculum: Mathematics - Perspectives from the Field. : Mathematics Education Research Group of Australasia (MERGA). (pp. 1-18).

Document type: Book Chapter
Citation counts: Google Scholar Search Google Scholar

IRMA ID 82056760xPUB117
Author Atweh, Bill
Miller, Donna
Thornton, Stephen
Title of Chapter The Australian Curriculum: Mathematics - World Class or Deja Vu?
Title of Book Engaging the Australian National Curriculum: Mathematics - Perspectives from the Field
Publisher Mathematics Education Research Group of Australasia (MERGA)
Publication Year 2012
Editor Atweh, Bill
Goos, Merrilyn
Jorgensen, Robyn
Siemon, Dianne
ISBN 978-1-920846-26-8   (check CDU catalogue open catalogue search in new window)
Chapter Number 1
Start Page 1
End Page 18
Total Pages 18
HERDC Category B - Book Chapter (DIISR)
Abstract This chapter raises two questions about the Australian Curriculum: Mathematics: What practices it may inspire and what might be its contributions to the national goals of education. The first questions is about the internal cohesiveness, or the synergy between the curriculum’s stated aims and rationale, on the one hand, and the content and its articulation on the other, and what vision of mathematics education they may inspire across the different jurisdictions which would adopt it. The second question is about its external cohesiveness, or the synergy between the curriculum itself and the national expectations of education and what contribution it may make to the public good in the Australian society. The chapter questions whether only lip service in the elaborations is given to the General Capabilities, Cross-curricular Priorities, and the high order Proficiencies. Similarly, the lack of focus on conceptualisation and articulation of the purposes of learning mathematics opens up the possibilities of designing school-based curricula that are far from achieving the national goals of active and informed citizens.
Description for Link Link to published version
URL https://www.merga.net.au/node/223
 
Versions
Version Filter Type
Access Statistics: 43 Abstract Views  -  Detailed Statistics
Created: Fri, 17 Jan 2014, 00:06:23 CST