Under-achievement and pedagogy
AbstractThe superior performance of Continental schools in laying the foundations of mathematical competence is reviewed through the direct observations of English teachers and headteachers. As part of the Primary Mathematics Initiative in the London Borough of Barking and Dagenham, run in conjunction with researchers from the National Institute, over fifty teachers have visited schools in Switzerland and Germany for a week at a time in a programme which began in 1994. Their observations have contributed to experimental reforms in classes in the Borough which are now in their second phase. The reforms aim to combat under-achievement in mathematics through the introduction of successful Continental pedagogy in the teaching of number. The pedagogy and its introduction into the Borough’s schools are discussed and some criticisms which have been levelled at the reforms are addressed.
Download InfoTo our knowledge, this item is not available for download. To find whether it is available, there are three options:
1. Check below under "Related research" whether another version of this item is available online.
2. Check on the provider's web page whether it is in fact available.
3. Perform a search for a similarly titled item that would be available.
Bibliographic InfoPaper provided by National Institute of Economic and Social Research in its series NIESR Discussion Papers with number 112.
Date of creation: Feb 1997
Date of revision:
Contact details of provider:
Postal: 2 Dean Trench Street Smith Square London SW1P 3HE
Web page: http://www.niesr.ac.uk
You can help add them by filling out this form.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Communications Manager).
If references are entirely missing, you can add them using this form.