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Despite the increasing amount of activity taking place under the label of ‘mathematics enrichment’, the area is under-theorized and the term ‘enrichment’ often used commonsensically, its meaning taken as shared. This thesis develops, applies and refines a conceptual framework for understanding mathematics enrichment, focusing on current practice in the UK. Four case studies were conducted, each focusing on a distinctive enrichment initiative with national reach, chosen on the basis that they were regarded as representing different forms of good practice. Each case study explored the ideas and experiences of enrichment held by the staff organizing and students participating in the initiative, through analysis of official documents and interviews, informed by observations of enrichment practice. This research shows that enrichment is not a unidimensional concept. Four prototypes were identified, focusing respectively on the development of mathematical talent, popular contextualisation of mathematics, enhancement of mathematical proficiency and learning processes, and outreach to the mathematically underprivileged. Moreover, enrichment is a product of context-dependent interactions between the people and institutions involved: the ostensible conceptions and intentions of enrichment initiatives are mediated by the interests of funders, collaborators, intermediaries, and end-users. Policymakers should support research on enrichment and collaboration between initiatives where appropriate, but also recognise that the ‘enrichment’ enterprise is underpinned by voluntary effort exercised autonomously. More fundamentally, questions regarding the adequacy of the school Mathematics Curriculum and the engagement of all students in ‘meaningful’ mathematical activities must be tackled as a matter of urgency by policymakers in collaboration with the mathematics-education community.

Shortly after independence in Namibia, the Ministry of Education quickly introduced a new school curriculum to break from the former colonial and apartheid system. The new curriculum included new educational goals, syllabi, text books, teaching approaches and assessment procedures. Teachers faced many challenges in implementing the new curriculum. This study looks at the process of creating and implementing a new mathematics curriculum in basic education, with particular reference to Namibia. It is introduced by a brief history of education in Namibia, together with field observations by the author, made whilst teaching and organising inservice meetings in post-independent Namibia. Syllabus design and implementation, assessment procedures and inservice provision are then considered. Classroom activities using graphics calculators and a Calculator Based Laboratory (CBL) for real data collection are described. The activities provide opportunities for mathematical modelling through problem solving. These teaching approaches have been piloted in Scottish secondary schools. The use of detached technology is particularly relevant to isolated schools in rural areas of Scotland and in developing countries. The potential impact of technology on the role of the teacher and the learner is discussed.

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No description available.

No description available.