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The paper presents and explores the experience of maths students studying in a context shaped by a core concept maths curriculum. The three vignettes that illuminate experience are drawn from a larger research project that worked with five teachers and 630 learners aged 16−18 in Further Education classrooms in England. Analysis involved distinguishing different understandings of being good at maths, different views of a good maths curriculum and identifying enablers and barriers to being a ‘successful’ maths student. Dewey’s ideas about focused experience and collateral learning were used to deepen this analysis. The paper reports a surprising finding. In some cases, students recognize the positive impact learning maths had on developing their wider human capabilities. Maths teachers in England, working in the context of ‘new public management’, may find reasons to take heart from the accounts of teaching and learning presented. For the international reader who is grappling with the challenge of reengaging maths students, the accounts of what matters to students could spur a reconsideration of priorities and practice.

The aim of this study is to determine the perceptions of primary school teachers regarding the use of technology in maths teaching and to idenfy whether these perceptions change according to particular variables. The mixed research methodology,in which both qualitative and quantitative patterns are simultaneously used,was incorporated in the study, 299 primay school teachers, employed in primary schools in the Efeler town of Aydın in the academic year of 2016- 2017, comprise the working group of the study. In order to specify the opinions of the participants, the perception scale on the use of technology in primary grade maths teaching, developed by Öksüz, Ak and Uça, (2009) with a scale of 5 totaling 3 subdimensions and 73 items (PSUT) was adopted. With the goal of deeping the findings of the study, 15 semi-rehearsedd interviews were conducted. The software of Statistical Package for the Social Sciences (SPSS 20.0) was utilized fort he analysis of the quantitative data. The Kolmogorov Smirnov Test was applied to determine whether the data was parametric or not. As the test values were below .05 nonparametric testing methods were employed. Therefore, the relationship between the data of two non-parametric groups was analyzed via the Mann-Whitney U test, while the Kruskal Wallis H test was employed when dealing with multiple group variables. Qualitative data was resolved using descriptive analysis. [ABSTRACT FROM AUTHOR]

The paper presents and explores the experience of maths students studying in a context shaped by a core concept maths curriculum. The three vignettes that illuminate experience are drawn from a larger research project that worked with five teachers and 630 learners aged 16–18 in Further Education classrooms in England. Analysis involved distinguishing different understandings of being good at maths, different views of a good maths curriculum and identifying enablers and barriers to being a 'successful' maths student. Dewey's ideas about focused experience and collateral learning were used to deepen this analysis. The paper reports a surprising finding. In some cases, students recognize the positive impact learning maths had on developing their wider human capabilities. Maths teachers in England, working in the context of 'new public management', may find reasons to take heart from the accounts of teaching and learning presented. For the international reader who is grappling with the challenge of reengaging maths students, the accounts of what matters to students could spur a reconsideration of priorities and practice. [ABSTRACT FROM AUTHOR]