Low attainment in mathematics: An analysis of 60 years of policy discourse in England
journal contributionposted on 2021-08-03, 12:40 authored by Jeremy Hodgen, Colin FosterColin Foster, Margaret Brown
The problem of low attainment in mathematics has been an increasingly prominent feature of the policy discourse in England over the last 60 years; however, evidence from comparative studies indicates that little progress has been made in finding a solution. In this paper, we analyse the changing policy discourse of low attainment in mathematics through the main reports and speeches published in England, beginning with the Newsom Report, Half Our Future, in 1963, and continuing to the present day. We chart the evolving perspectives on the nature of ability, expectations, curriculum ideology and frame of reference through the changing language used in these documents, noting tensions and inconsistencies which arise through continuing lack of clarity about definitions and assumptions.
Nuffield Foundation. Grant Number: EDU/42015
- Mathematics Education Centre
Published inThe Curriculum Journal
- AM (Accepted Manuscript)
Rights holder© British Educational Research Association
Publisher statementThis is the peer reviewed version of the following article: HODGEN, J., FOSTER, C. and BROWN, M., 2022. Low attainment in mathematics: An analysis of 60 years of policy discourse in England. The Curriculum Journal, 33 (1), pp.5-24, which has been published in final form at https://doi.org/10.1002/curj.128. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.