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Low attainment in mathematics: An analysis of 60 years of policy discourse in England

journal contribution
posted on 03.08.2021, 12:40 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.

Funding

Nuffield Foundation. Grant Number: EDU/42015

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

The Curriculum Journal

Volume

33

Issue

1

Pages

5-24

Publisher

Wiley

Version

AM (Accepted Manuscript)

Rights holder

© British Educational Research Association

Publisher statement

This 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.

Acceptance date

15/07/2021

Publication date

2021-08-03

Copyright date

2021

ISSN

0958-5176

eISSN

1469-3704

Language

en

Depositor

Dr Colin Foster. Deposit date: 16 July 2021