Implementing change in mathematics education
This paper outlines the results of a survey into the effects, during the 2 years following publication, of an official report--Improving Mathematics Education 5-14--on teaching and learning mathematics in Scottish schools. The purpose of the survey was to examine how the process of implementation worked its way down to the classroom and pupil level, to document the effect (at least in the short term) the report had on classroom organization, classroom methodology, and pupil learning and attitude, and to provide a snapshot of curriculum development at work in a particular educational, geographical, and time context. The survey revealed that the process of this curriculum change was a mixture of central direction and local individuality, and that the main thrust of the changes was accepted by teachers with little overt dis-sent. The survey also provided further evidence that curriculum change in Scotland tends to proceed without much consideration of general questions of purpose and motivation.