Publisher's Synopsis
Now that we have National Curriculum, schools are no longer free to determine what is taught or even how it is taught. They are to be policed by a massive system of centralized assessment, certainly more bureaucratic than the most extreme bureaucracy of any nationalized industry which the government has so readily condemned over the past decade. This volume is an attempt to examine the phenomenon by taking as its central focus the case of mathematics, arguing that the National Curriculum has effectively emptied the maths curriculum of mathematics.
