C. ‘Mathematics from 5 to 16’ [Her Majesty’s Inspectorate, 1985]
Half of this document concerns the aims and objectives of mathematics teaching, with the remainder devoted to criteria for choice of content and principles underpinning pedagogy and assessment. The stated aims concern the uses of mathematics [as a language and a tool], appreciation of mathematical relationships, in depth study, creativity in mathematics, and most of all, personal qualities [working systematically, independently, cooperatively and developing confidence]. The objectives expand the analysis of learning outcomes given in Cockcroft {1982]. Thus the progressive educator aims dominate this of the document.
The criteria for the selection of content give weight to the technological pragmatist, and to a lesser extent, the old humanist aims, in addition to those of the progressive educator. The remainder of the document is broadly in keeping with the progressive educator aims, both in terms of teaching and assessment strategies.
Overall, the document is representative o the progressive educator aims, and the technological pragmatist aims to a lesser extent. In particular, computers and calculators are strongly endorsed. One overall indicator is the treatment of the school mathematics curriculum over the whole period of compulsory schooling [ages 5 to 16 years] as a unity. The continuity of learner development is given more weight than the organizational division of schooling, signifying a learner-centred, progressive vicw of the curriculum.
metaphor masks the naked self-interest of the groups with power and wealth in their favour (Bash and Coulby, 1989).