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Media reporting about mathematics education includes descriptions of different aspects of mathematics teaching, learning, curriculum and policies. As with any media reporting, such descriptions are not neutral. They reflect on and portray specific discourses and agendas about mathematics education, with quotations or experiences of different stakeholders such as parents, students and teachers. Using...
I analyse the storylines identified by mathematics educators as representative of public perceptions of mathematics education. I consider these storylines in light of positioning theory’s focus on immanence and its emphasis on the negotiability of storylines, and in light of rhetorical devices associated with myths. Using a functionalist-informed orientation to the storylines, I ask what needs do...
The “Canadian Math Wars” have been in full force since release of the 2012 PISA results. Using phenomenography, we investigated public perceptions of the (not) new mathematics as expressed in responses to media coverage. Our results highlight the multiplicity of the public’s perception of goals for an ideal school mathematics. We use the category of “Mastering Basic Computational Skills” to illuminate...
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