Powerful knowledge and epistemic quality in school mathematics
This article contributes to current debates on progressive, knowledge-based approaches to the curriculum by addressing the question of what it is that students are entitled to learn in school mathematics. From the outset it recognizes progressive arguments that teaching should be reconnected with t...
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| Format: | Article |
| Language: | English |
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UCL Press
2018-10-01
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| Series: | London Review of Education |
| Online Access: | https://uclpress.scienceopen.com/hosted-document?doi=10.18546/LRE.16.3.03 |