Changing practice through policy: trainee teachers and the National Numeracy Strategy.

Explores the effects of the top-down initiative of the National Numeracy Strategy (NNS) on a group of primary trainee teachers in England. Teachers' attitudes toward externally imposed educational change; Attitude of student teachers toward the NNS; Ways in which the NNS has impacted on the trainees' understanding of their task as teachers of mathematics in a primary school.