Authenticity, transition and mathematical competence: an exploration of the values and ideology underpinning an increase in the amount of mathematics in the science curriculum in England
Science is a much-revised and contested area of the curriculum. A new curriculum has recently been introduced in England which includes far more mathematical aspects of science than previous versions. This study asks what the influences, ideologies and values are which led to this change. A two-phas...
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| フォーマット: | Journal article |
| 言語: | English |
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Taylor and Francis
2019
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