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    The Australian Curriculum: Mathematics - World Class for Déjà Vu

    190849_77957_book_chapter_-_MERGA_book.pdf (213.9Kb)
    Access Status
    Open access
    Authors
    Atweh, Bill
    Miller, Donna
    Thornton, Steve
    Date
    2012
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Citation
    Atweh, Bill and Miller, Donna and Thornton, Steve. 2012. The Australian Curriculum: Mathematics - World Class for Déjà Vu, in Atweh, B. and Goos, M. and Jorgensen, R. and Siemon, D. (ed), Engaging the Australian National Curriculum: Mathematics - Perspectives from the Field, pp. 1-18. University of Queensland: Mathematics Education Research Group of Australasia.
    Source Title
    Engaging the Australian Curriculum Mathematics: Perspectives from the Field
    Additional URLs
    http://www.merga.net.au/sites/default/files/editor/books/1/Chapter%201%20Atweh.pdf
    ISBN
    978-1-920846-26-8
    Remarks

    Copyright © 2012 Mathematics Education Research Group of Australasia

    URI
    http://hdl.handle.net/20.500.11937/37487
    Collection
    • Curtin Research Publications
    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.

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