Ideology of the Public Educators
away giving an overall picture of flux and change. It assumes that the five groups are
represented both within and outside of mathematics education, and does not
distinguish between divergent segments within each group. It also assumes that the
five positions are discrete, and that individuals or sectors can be uniquely assigned to
one of them. On the contrary, it may be that the aims of two or more of the positions
are adopted by individuals or groups. Each of these represents a simplifying
assumption. On the other hand, without such assumptions, no global model is
possible.
The planned versus taught mathematics curriculum
The model concerns the ideologies of mathematics education, and does not consider
the differences between the planned, implemented and learned mathematics
curriculum. Recent research, both theoretical and empirical, has emphasized the gaps
that exist between these three curriculum levels. The present model treats only the top
level, the aims and ideology underpinning the planned curriculum in mathematics.
Thus the question remains: which forces or factors intervene between these aims,
intentions and ideologies and their implementation in the mathematics curriculum?
B. Strengths of the Model
Theoretically grounded model
Mathematics education has been criticized by a number of authors for being an
atheoretical endeavour {see, for example, Bauersfeld, 1979). The present model combines
a number of theoretical foundations. These include the philosophy of mathematics,
theories of intellectual and ethical development, and the sociological-historical
theory. By combining sets of ideas from these sources the model has the virtue of being
theoretically well grounded.
The model accommodates complexity
By distinguishing five ideologies and interest groups, the model is able to
accommodate some of the complexity of the history of the mathematics curriculum. It
represents an advance on previous models, and due to its more refined characterization,
is better able to accommodate the complexity of the ideologies and interests
underpinning different sets of aims for the mathematics curriculum. It acknowledges
that conflicts of aims and interests may lie behind different educational developments,
and thus represents an improvement on accounts that assume consensus.
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