The Cockcroft Report: Time past, time present and time future.
DES (Department of Education and Science) (1982) Mathematics Counts: Report of the Committee of Inquiry into the Teaching of Mathematics in Schools (Cockcroft Report).
The Cockcroft Report, Mathematics Counts (Cockcroft, 1982), was a landmark publication for mathematics teachers in the UK. It was seen as drawing together the best thinking about teaching the subject, and pointing to the best way forward for ongoing developments. It had relatively little to say about understanding, as such, however, which is perhaps a disappointment given that its main thrust.
A longitudinal study is being undertaken into the question of whether or not discussion in the mathematical classroom is an aid to understanding. Preliminary analysis shows that, while the hypothesis that discussion aids understanding is very attractive, evidence to support the hypothesis has been limited. Classroom observations during the first year of the study have led to a method of.
Major reform documents such as the U.S. Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, NCTM, 1989), Professional Standards for the Teaching of Mathematics (NCTM, 1991), Assessment Standards for School Mathematics (NCTM, 1995), Principles and Standards for School Mathematics (NCTM, 2000), the U.K. Cockcroft Report (Cockcroft, 1982), the.
ERIC is an online library of education research and information, sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Introduction to Academic Subject (Mathematics)Mon 27 April 2020 (Week 1) Session Outcomes: By the end of this session participants will: Have reflected on their own experiences of.
Notably the Cockcroft Report enshrined the principle of 'bottom up' mathematics which built upon everyday mathematical skills. Various studies were held up to justify this approach (e.g. Sewell, 1983) and to identify such mathematics. Most of this work was pitched at the lowest levels of mathematics, and at generating some common, across the board, mathematical activities.