Barnes, A;
Barclay, N;
Marks, R;
(2025)
SCHOOLS’ RATIONALES FOR DECISION-MAKING IN SELECTING PRIMARY MATHEMATICS CURRICULUM RESOURCES IN ENGLAND.
In:
Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education: Research Reports, Vol. 1.
(pp. pp. 91-98).
PME
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Abstract
In England, in contrast with jurisdictions where textbook use may be mandated, schools choose their mathematics curriculum resources. Following a government initiative promoting ‘mastery-style’ mathematics textbook schemes, in this paper we analyse interviews with 12 mathematics subject leaders to examine reasons for schools’ resourcing decisions. Drawing on an existing model of teachers’ interactions with curriculum materials, we identify two distinct pathways of mathematics curriculum resource decision-making, contingent on schools’ institutional context and perceived priorities and underpinned by high levels of professional reflection.
| Type: | Proceedings paper |
|---|---|
| Title: | SCHOOLS’ RATIONALES FOR DECISION-MAKING IN SELECTING PRIMARY MATHEMATICS CURRICULUM RESOURCES IN ENGLAND |
| Event: | 48th Conference of the International Group for the Psychology of Mathematics Education (PME 2025) |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.igpme.org/publications/current-proceed... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10214278 |
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