Encouraging the transfer of ‘school’ mathematics to the ‘real world’ through the integration of process and content,context and culture

This paper reports upon a research project which considered the transfer of students' mathematical understanding across different task contexts. The research involved two groups of students from contrasting learning environments. The first environment was characterised by the complete integration of mathematical process and content using open ended activities. The second environment represented a typical English classroom with a content based scheme being predominantly used. The research demonstrated that the procedure and performance of students in response to addition and fraction tasks varied considerably when the context of the tasks changed. This variation suggested that students' perceptions of the contexts were individually constructed and contexts did not have a uniform effect upon the difficulty of tasks. The research also suggested that students who had learned in an environment characterised by the integration of process and content were more able to transfer their learning across contexts. Students who had learned mathematical process independently of content were more likely to vary their procedure and performance in response to the contexts of the tasks. This was considered in relation to the problems of school — real world transfer and the effectiveness of different learning environments.     

Good readers but at a cost? Attitudes to reading in England

The results of the Progress in International Reading Literacy Study 2001 (PIRLS) were reported in 2003. In addition to data about the reading achievements of 10‐year‐olds in 35 countries, the study also collected questionnaire information from children, their teachers, headteachers and parents. One aspect of the data that attracted comment in the media was the fact that, despite high achievement on the reading tests, children in England were reported as having relatively poor attitudes to reading, compared to children in many other countries. A review of the results of selected surveys over the past 30 years suggests that there may be some evidence of attitudes to reading in primary schools becoming less positive. Preliminary analysis of the attitude and achievement data from PIRLS suggests a more complex picture than that presented in the summary index published in 2003.     

The track of policies for educational equality and its implications in Korea

Most countries have taken equality of education as a paramount issue, but policy initiatives have not taken the same patterns across the nations. This paper addressed the features of equality policies and their changes in South Korea through an array of target groups and types of policy measures. According to a contingency approach, Korea relied critically on non-financial instruments characteristic of regulations, when the government was not financially well prepared for equalizing opportunities. It also gave a serious consideration to out-of-school factors besides school characteristics, because the equality policy confined to schools is destined to have only so little meaning. Regulations on the advantaged group were introduced along with preferential treatment for the disadvantaged in pursuit of equality. Now Korea is in transition from outside-in movements to inside-out improvements in the process of ensuring equality, and it means that the alternatives of equality policies have become dramatically narrowed. Recently, the Korean model is facing challenges from courts and constituents who advocate for constitutional rights to free choices of education.     

Learning to lose in the mathematics classroom: a critique of traditional schooling practices in the UK

“Back‐to‐basics” policies fit easily within many mathematics classrooms. Features such as order, control, rule following, uniformity, and conformity are relatively commonplace and are now more generally in demand with the current political backlash against progressive forms of schooling. This paper examines some of the influences of these traditional features of classrooms through a case study of one mathematics department in the United Kingdom. Interviews with students, lesson observations, results of questionnaires, and other case study data are analysed to show the ways in which traditional forms of learning can inhibit understanding, reify the divide between school and the “real world,” and suppress the transfer of knowledge. The findings suggest that two key elements of British Conservative education policy the commitment to traditional forms of schooling and the drive to produce school leavers capable of adapting to the demands of the 21st century — are fundamentally in conflict.     

Authority in the classroom: adolescent autonomy, autonomy support, and teachers’ legitimacy

Younger generations are increasingly questioning the legitimacy of teachers. However, evidence concerning classroom authority and the many factors that shape it tend to disregard the complexity and dynamics of the relationship between the teacher and the student. This paper aims to contribute to further unfold and understand this topic. Specifically, teachers’ legitimacy is examined from the scope of the Relational Model of Authority and the principle of autonomy, from the standpoint of the individual (i.e. adolescent’s autonomy level) and the individual’s perception of the social context (i.e. perceived autonomy support). Participants were 323 adolescents attending two secondary schools in urban areas of Portugal, from 9th to 12th grades. The results indicate that teachers’ legitimacy, as recognised by students, varies according to their perceived autonomy support. In addition, more autonomous adolescents, when in contexts that they perceive as lower in autonomy support, recognise lower levels of legitimacy to their teachers, compared with individuals with lower autonomy levels. Results are discussed from the standpoint of the Relational Model of Authority, the Self-Determination Theory and the Theory of Psychological Reactance.     

Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities

While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education.