An investigation of three Greek mathematics teachers' conceptions of the assessment of pupil attainment in mathematics and its socio-political dimension
The present study is located within a broader problematic of how inequality is generated and legitimated within schools. It has as its centre of focus three Greek mathematics teachers who are seen as mediating forces between state curricular intentions and the learners. Having social justice as my p...
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University of Exeter
2009
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510731 |