IMPLEMENTING A REFORM-ORIENTED MATHEMATICS SYLLABUS: A SURVEY OF SECONDARY TEACHERS

This paper presents part of an on-going study into how secondary teachers in New South Wales are implementing a reform-oriented syllabus. A self report survey was used in a preliminary investigation to identify how teachers interpreted the aims of the syllabus and the impact it had on their classroom practice. Teachers appeared to understand the reform agenda of the new syllabus as set out in the Working Mathematically strand of the curriculum but were divided in their response to it. Three groups of teachers emerged from the data analysis: Dissenters who oppose any change, Aspirants who want to change buffed unable to do so, and Supporters who welcome the reforms and are willing to adopt them in their classrooms.