Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. ... more Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. The study reported here examines the proof practices and constructs of a group of students educated within a ‘post-Cockcroft’ mathematics curriculum. It finds that although, in the spirit of the reformed curriculum, students are actively involved in developing mathematical ideas, this is within a restricted mode in which ideas of enquiry have become largely instrumentalised. In particular, validation is primarily and predominantly empirical, and there is little concern for illumination and systematisation.
ABSTRACT Much research on school effectiveness has been characterised by largely overstated claim... more ABSTRACT Much research on school effectiveness has been characterised by largely overstated claims and poor modelling. School effectiveness research (SER) has tended to define 'effectiveness' in terms of a restricted and often inappropriate range of outcomes, to ...
This is an electronic version of an article published in Visscher, A. J. and Coe, R. (2003) 'Scho... more This is an electronic version of an article published in Visscher, A. J. and Coe, R. (2003) 'School performance feedback systems : conceptualisation, analysis, and reflection.', School effectiveness and school improvement., 14 (3). pp. 321-349. School effectiveness and school improvement is available online at:
Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. ... more Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. The study reported here examines the proof practices and constructs of a group of students educated within a ‘post-Cockcroft’ mathematics curriculum. It finds that although, in the spirit of the reformed curriculum, students are actively involved in developing mathematical ideas, this is within a restricted mode in which ideas of enquiry have become largely instrumentalised. In particular, validation is primarily and predominantly empirical, and there is little concern for illumination and systematisation.
ABSTRACT Much research on school effectiveness has been characterised by largely overstated claim... more ABSTRACT Much research on school effectiveness has been characterised by largely overstated claims and poor modelling. School effectiveness research (SER) has tended to define 'effectiveness' in terms of a restricted and often inappropriate range of outcomes, to ...
This is an electronic version of an article published in Visscher, A. J. and Coe, R. (2003) 'Scho... more This is an electronic version of an article published in Visscher, A. J. and Coe, R. (2003) 'School performance feedback systems : conceptualisation, analysis, and reflection.', School effectiveness and school improvement., 14 (3). pp. 321-349. School effectiveness and school improvement is available online at:
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