Whose ‘Quality’ and ‘Equity’? The Case of Reforming 14–16 Mathematics Education in England

Abstract

This chapter explores whose notions of quality and equity get privileged in shaping mathematics education. By presenting a case of the process of policy recommendation, curriculum remodelling and assessment design for 14-16-year-olds in England, I aim to open a comparative dialogic space for others to consider the similarities to, and differences from, their own contexts. This work is part of an ongoing project to investigate the politics of mathematics education by mapping the mathematics education field in England. © Springer Science+Business Media B.V. 2011.