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100   $a19971217d1998      uy         0
101 0 $aeng
135   $aurcn|||||||||
181   $ctxt
182   $cc
183   $acr
200 14$aThe sociology of mathematics education $emathematical myths/pedagogic texts /$fPaul Dowling
205   $a1st ed.
210   $aLondon $cFalmer$d1998
215   $axv, 335 p. $cill., facsims
225 1 $aStudies in mathematics education ;$v7
300   $aBibliographic Level Mode of Issuance: Monograph
311   $a0-7507-0791-7 
311   $a0-7507-0792-5 
320   $aIncludes bibliography: p. 306-325 and index.
327   $aBook Cover -- Title -- Copyright -- Contents.
330   $aUntil the 1960s, maths was studied as an academic subject in a desire to have more mathematicians. The current trend, however, has moved away from viewing maths as a purely intellectual endeavour and towards developing a more mathematically competent workforce and citizenry. This trend has seen a large increase in the number of maths schemes being produced by the major educational publishers, which attempt to make maths easier and more approachable by using language instead of symbols. So why do so many children still fail at maths? The author contends that to understand this, teachers need to analyze and evaluate the maths textbooks they are currently using. The author shows the reader how to systematically analyze and evaluate these textbooks. This interrogation of classroom resources, should have important implications for teaching strategies and for textbook design and use.
410  0$aStudies in mathematics education ;$v7.
606   $aMathematics$xStudy and teaching (Secondary)$zGreat Britain
606   $aMathematics$xPhilosophy
615  0$aMathematics$xStudy and teaching (Secondary)
615  0$aMathematics$xPhilosophy.
676   $a510.71242
700   $aDowling$b Paul$01619225
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910817095703321
996   $aThe sociology of mathematics education$93951355
997   $aUNINA