Transnational comparisons of teacher expectation of mathematical functional ability in early years and Key Stage 1 pupils – a study undertaken in Hong Kong and England

Abstract

ABSTRACTThe dominance of Asian communities in international league tables such as those produced by The Program for International Student Assessment, which monitors competence in literacy and numeracy, has resulted in a policy discourse from the English government of failing schools, deficit curricular and ineffective teachers. This in turn has led to a re-defining of the National Curriculum framework for pupils educated in England with greater focus given in the Early Years curriculum to Mathematical functions particularly those associated with skills in counting; understanding and using number; calculating simple addition and subtraction problems and the understanding of shape, space and measure. Drawing on research carried out in Hong Kong and England this article offers a cross-cultural comparison of the expectations of Early Years Teachers in terms of the capabilities of early learners in achieving elements of number competency. The study of teachers’ expectation is a neglected field in research when applied to compare intercultural achievement. In identifying divergent national expectations, the current panic over what constitutes an appropriate maths curriculum is critiqued and recommendations made for further exploration into teachers’ expectations as to the age and stage at which elements of the maths curriculum are introduced in English schools.