Primary Teachers' Perceptions of Policy for Curriculum Reform in Mathematics*

Abstract

ABSTRACT This paper reports and analyses findings from an investigation into Cypriot teachers' perceptions of national policy for curriculum reform in primary schools, with special reference to Mathematics. Questionnaires were sent to three samples of teachers: a 10 per cent sample of Cypriot teachers randomly selected from the total population; all Cypriot beginning teachers; and all beginning teachers who graduated in 1992 from the University of Warwick in the United Kingdom. There were five main findings. First, pupils' ability to solve investigations, and to gain mathematical knowledge were seen as of equal importance while ability to talk about Mathematics the least important. Second, formative purposes of assessment were accorded most, and summative purposes least, importance. Third, teachers approved of active pedagogy. Fourth, they conceptualised assessment as a natural part of teaching but paradoxically favoured formally structured techniques of assessment. Fifth, statistically significant differences between perceptions of the English and Cypriot sample of beginning teachers were associated with the extent of central control on the curriculum. Implications for the implementation of curriculum policy are discussed. * The research which is referred to in this article has been funded by the “A.G. Leventis Foundation” and by the O.R.S. Awards Scheme. Professor Jim Campbell was particularly helpful in discussing many of the issues raised in this article. An early version of this paper has been presented at the ECER conference at the University of Bath in 1995.