Paul Andrews
The curricular importance of mathematics: a comparison of English and Hungarian teachers’ espoused beliefs
paper reports interview study 45 english 10 hungarian teachers mathematics semistructured interviews focused teachers professional lifehistories invited discuss beliefs necessary subject content teaching learning mathematics substantial differences emerged two cohorts accord welldefined national perspectives education general mathematics education particular reflect national rather individual levels expectations curricular frameworks within teachers operate english teachers tended view mathematics applicable number means learners prepared world beyond school hungarian teachers privileged mathematics problemsolving logical thinking