Diane Dalby
Dados Biográficos
| ID | 9594638 |
|---|---|
| NOME | Diane Dalby |
| PRENOMES | Diane |
| SOBRENOME | Dalby |
| ASSINATURA | DALBY D |
| AFILIAÇÕES | University of Nottingham |
| ORCID | 0000-0002-1603-6206 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 0 |
| OBRAS COMO AUTOR | 2 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2022 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 0 |
The waxing and waning of functional skills mathematics
There have been repeated attempts to establish mathematics qualifications for lower attaining students aged 16 years and over on vocational pathways in England. In 2004, the Tomlinson Report proposed Functional Mathematics and this paper examines the trajectory of this qualification (later Functional Skills mathematics) through analysis of policy literatures over the last twenty years and empirical data from two studies in Further Education colle…
Mathematics curriculum waves within vocational education
Links between mathematical attainment and economic performance, coupled with England’s poor showing in international comparisons of skills, have focussed attention on post-16 mathematics education, for example, in the UK Government’s 2017 Industrial Strategy. Whilst high-stakes academic qualifications at 16 (GCSE) and 18 (A-level) have stood the test of time, the ‘forgotten third’ of students in England’s Further Education colleges have fared les…
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The waxing and waning of functional skills mathematics
There have been repeated attempts to establish mathematics qualifications for lower attaining students aged 16 years and over on vocational pathways in England. In 2004, the Tomlinson Report proposed Functional Mathematics and this paper examines the trajectory of this qualification (later Functional Skills mathematics) through analysis of policy literatures over the last twenty years and empirical data from two studies in Further Education colle…
Mathematics curriculum waves within vocational education
Links between mathematical attainment and economic performance, coupled with England’s poor showing in international comparisons of skills, have focussed attention on post-16 mathematics education, for example, in the UK Government’s 2017 Industrial Strategy. Whilst high-stakes academic qualifications at 16 (GCSE) and 18 (A-level) have stood the test of time, the ‘forgotten third’ of students in England’s Further Education colleges have fared les…
Education Systems and Policy (2 obras) · Innovative Education and Learning Practices (2 obras) · Mathematics education (2 obras) · Biology (1 obra) · Connected Mathematics (1 obra) · Core-Plus Mathematics Project (1 obra) · Curriculum (1 obra) · Higher Education Learning Practices (1 obra) · Math wars (1 obra) · Mathematics (1 obra)