On 30 June 1988 the final report of

On 30 June 1988 the final report of the Mathematics Working Group [Department of Education and Science, 1988] was sent to Baker. Its proposals represent a compromise between the old humanist, technological pragmatist and the progressive educator views of mathematics, as is reflected in the brief discussion of the nature of mathematics [pages 3-4] The old humanist and technological pragmatist impact on the proposals is evident from the range, depth and spread of mathematics content in the proposals Mathematical content makes up two the three profile component and is given a 60 per cent weighting. The progressive is shown in the third component comprising mathematical processes and personal qualities, given a 40 per cent weighting. The technological pragmatist influence is shown in the name given to this component: ‘Practical application of mathematics. And in the attention given to technology. The public educator views are nowhere to be seen. Although lip-service is paid to social issues concerning equal opportunities, the need for multi-cultural mathematic is repudiated. Likewise the back-to-basics view of the industrial trainers is repudiated.
Baker accepted the report, because it contained the objectives for assessing mathematics that he needed. That was the specification of mathematics in terms of twelve broad attainment targets each defined at ten age-related levels [and programmers of study based on this]. This represented the old humanist/technological pragmatist part of the proposal. He rejected the third profile component, particularly personal qualities, which represented the heart of the progressive part of the proposals. He allowed for a token representation of the processes of mathematics, if they could be incorporated with the content targets under a technological pragmatist banner [Department of Education and Science, 1988, pages ii-iii]
Baker instructed the National Curriculum Council to prepare draft ordered on the basis of these recommendations, and the industrial trainer view that ‘pencil and paper methods for long division and multiplication’ needed to be included [National Curriculum council, 1988, page 92] The council carried out nits instructions and published its report in December 1988 [National Curriculum Council, 1988]. The part of the proposal reflecting the progressives view was marginal, comprising two out of fourteen attainment targets applying mathematical processes to the content areas defined by the two profile components. Even this concession is phrased in technological pragmatist rather than progressive educator language. The old humanists, however, managed to have an impact on the proposals, through the addition of extra mathematics content at the higher levels of the attainment targets.3
Scenario A [above] had enacted, representing the triumph of the old humanist and technological pragmatist alliance, with marginal influences of the progressive educators, but within a framework dominated by the industrial trainers. This is reflecting in the final foam of the National Curriculum in mathematics [Department of Education and Science, 1989] This can be said to embody the aims of three groups. The curriculum represents a course of study of increasing abstraction and complexity, providing a route for future mathematicians, and meeting the old humanist aims. It is a technologically orientated but assessment driven curriculum, meeting the technological pragmatist aims. It5 is one component of a market-place approach to schooling, and an assessment-driven hierarchical curriculum with traces of the progressive educators expunged, meeting some of the aims of the industrial trainers. The overall range of content exceeds the basic skills deemed necessary dy the industrial trainers. However the underlying assessment framework ensures that below average attaining students will study little more than basics, in keeping with industrial trainer aims. Overall, the outcome is largely one of victory for the industrial trainer aims and interests, together with their allies the progressive climate of professional opinion since Cockcroft [1982]

ผลลัพธ์ (อังกฤษ) 2:

On 30 June 1988 the final report of the Mathematics Working Group [Department of Education and Science, 1988] was sent to Baker. Its proposals represent a compromise between the old humanist, technological pragmatist and the progressive educator views of mathematics, as is reflected in the brief discussion of the nature of mathematics [pages 3-4] The old humanist and technological pragmatist impact on the proposals is evident. from the range, depth and spread of mathematics content in the proposals Mathematical content makes up two the three profile component and is given a 60 per cent weighting. The progressive is shown in the third component comprising mathematical processes and personal qualities, given a 40 per cent weighting. The technological pragmatist influence is shown in the name given to this component: 'Practical application of mathematics. And in the attention given to technology. The public educator views are nowhere to be seen. Although lip-service is paid to social issues concerning equal opportunities, the need for multi-cultural mathematic is repudiated. Likewise The back-to-Basics View of The Industrial Trainers is Repudiated.
Baker Accepted The Report, IT Contained Because He Needed The objectives for assessing mathematics that. That was the specification of mathematics in terms of twelve broad attainment targets each defined at ten age-related levels [and programmers of study based on this]. This represented the old humanist / technological pragmatist part of the proposal. He rejected the third profile component, particularly personal qualities, which represented the heart of the progressive part of the proposals. He allowed for a token Representation of The processes of mathematics, IF they could be Incorporated with The content targets under a Technological pragmatist Banner [Department of Education and Science, 1988, pages II-III].
Baker instructed The National Curriculum Council to Prepare Draft ordered. on the basis of these recommendations, and the industrial trainer view that 'pencil and paper methods for long division and multiplication' needed to be included [National Curriculum council, 1988, page 92] The council carried out nits instructions and published its report in December. 1988 [National Curriculum Council, 1988]. The part of the proposal reflecting the progressives view was marginal, comprising two out of fourteen attainment targets applying mathematical processes to the content areas defined by the two profile components. Even this concession is phrased in technological pragmatist rather than progressive educator language. The old Humanists, however, Managed to Have an Impact on The Proposals, Through The addition of extra levels of mathematics content at The Higher The Attainment Targets.3.
Scenario A [above] had enacted, representing The Triumph of The Humanist and Technological old pragmatist. alliance, with marginal influences of the progressive educators, but within a framework dominated by the industrial trainers. This is reflecting in the final foam of the National Curriculum in mathematics [Department of Education and Science, 1989] This can be said to embody the aims of three groups. The curriculum represents a course of study of increasing abstraction and complexity, providing a route for future mathematicians, and meeting the old humanist aims. It is a technologically orientated but assessment driven curriculum, meeting the technological pragmatist aims. It5 is one component of a market-place approach to schooling, and an assessment-driven hierarchical curriculum with traces of the progressive educators expunged, meeting some of the aims of the industrial trainers. The overall range of content exceeds the basic skills deemed necessary dy the industrial trainers. However the underlying assessment framework ensures that below average attaining students will study little more than basics, in keeping with industrial trainer aims. Overall, the outcome is largely one of victory for the industrial trainer aims and interests, together with their allies the progressive climate of professional opinion since Cockcroft [1982].

ผลลัพธ์ (อังกฤษ) 3:

On 30 June 1988 the final report of the Mathematics Working Group [Department of Education, and Science 1988] was sent. To Baker. Its proposals represent a compromise between the old humanist technological pragmatist, and the progressive educator. Views, of MathematicsAs is reflected in the brief discussion of the nature of mathematics [pages 3-4] The old humanist and technological pragmatist. Impact on the proposals is evident from, the range depth and spread of mathematics content in the proposals Mathematical. Content makes up two the three profile component and is given a 60 per cent weighting.The progressive is shown in the third component comprising mathematical processes and personal qualities given a, 40 per. Cent weighting. The technological pragmatist influence is shown in the name given to this component: 'Practical application. Of mathematics. And in the attention given to technology. The public educator views are nowhere to be seen.Although lip-service is paid to social issues concerning equal opportunities the need, for multi-cultural mathematic is. Repudiated. Likewise the back-to-basics view of the industrial trainers is repudiated.
Baker accepted, the report because. It contained the objectives for assessing mathematics that he needed.That was the specification of mathematics in terms of twelve broad attainment targets each defined at ten age-related. Levels [and programmers of study based on this]. This represented the old humanist / technological pragmatist part of the. Proposal. He rejected the third profile component particularly personal, qualities which represented, the heart of the progressive. Part of the proposals.He allowed for a token representation of the processes, of mathematics if they could be incorporated with the content. Targets under a technological pragmatist banner [Department of Education and, pages 1988 Science, II-III]
Baker instructed. The National Curriculum Council to prepare draft ordered on the basis of, these recommendationsAnd the industrial trainer view that 'pencil and paper methods for long division and multiplication needed to be included.' [National Curriculum Council 1988 page,, 92] The Council carried out nits instructions and published its report in December 1988 [National. Curriculum, Council 1988]. The part of the proposal reflecting the progressives view, was marginalComprising two out of fourteen attainment targets applying mathematical processes to the content areas defined by the. Two profile components. Even this concession is phrased in technological pragmatist rather than progressive educator, language. The, old humanists however managed to, have an impact on, the proposalsThrough the addition of extra mathematics content at the higher levels of the attainment targets.3
Scenario above A []. Had enacted representing the, triumph of the old humanist and technological, pragmatist alliance with marginal influences. Of the progressive educators but within, a framework dominated by the industrial trainers.This is reflecting in the final foam of the National Curriculum in mathematics [Department of Education, and Science 1989]. This can be said to embody the aims of three groups. The curriculum represents a course of study of increasing abstraction. And complexity providing a, route for future mathematicians and meeting, the old humanist aims.It is a technologically orientated but assessment driven curriculum meeting the, technological pragmatist aims. It5 is. One component of a market-place approach to schooling and an, assessment-driven hierarchical curriculum with traces of the. Progressive educators expunged meeting some, of the aims of the industrial trainers.The overall range of content exceeds the basic skills deemed necessary dy the industrial trainers. However the underlying. Assessment framework ensures that below average attaining students will study little more than basics in keeping, with industrial. Trainer aims. Overall the outcome, is largely one of victory for the industrial trainer aims, and interestsTogether with their allies the progressive climate of professional opinion since Cockcroft [1982]
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