Until the 1960s, maths was studied as an academic subject in a
desire to have more mathematicians. The current trend, however, has
moved away from viewing maths as a purely intellectual endeavour
and towards developing a more mathematically competent workforce
and citizenry. This trend has seen a large increase in the number
of maths schemes being produced by the major educational
publishers, which attempt to make maths easier and more
approachable by using language instead of symbols. So why do so
many children still fail at maths? The author contends that to
understand this, teachers need to analyze and evaluate the maths
textbooks they are currently using. The author shows the reader how
to systematically analyze and evaluate these textbooks. This
interrogation of classroom resources, should have important
implications for teaching strategies and for textbook design and
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