Abstract
There is a substantial literature which has explored educational innovation and change from political and cultural perspectives (see, for example, House, 1974; Rudduck, 1991). It indicates clearly that even when innovations are generally considered to be desirable, it does not follow that they will be successfully ‘implemented’ in the classroom — as Fullan announced bluntly in his AERA address in 1989: ‘All reform efforts to date have failed’ (Fullan, 1989). It has become commonplace to see educational systems characterised by inertia, difficult if not impossible to alter speed or direction: ‘the more things change the more things stay the same’ (Sarason, 1982, p. 58).
National Curriculum Attainment Target 3, Level 2: Explore number patterns.
National Curriculum Attainment Target 3, Level 6: Explore number patterns using computer facilities or otherwise.
(Department of Education and Science, 1991).
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© 1996 Kluwer Academic Publishers
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Noss, R., Hoyles, C. (1996). Cultures and Change. In: Windows on Mathematical Meanings. Mathematics Education Library, vol 17. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1696-8_7
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DOI: https://doi.org/10.1007/978-94-009-1696-8_7
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