Insights into teachers' planning of mathematics reported here were gathered as part of a broader project examining aspects of the implementation of the Australian curriculum in mathematics (and English). In particular, the responses of primary and secondary teachers to a survey of various aspects of decisions that inform their use of curriculum documents and assessment processes to plan their teaching are discussed. Teachers appear to have a clear idea of the overall topic as the focus of their planning, but they are less clear when asked to articulate the important ideas in that topic. While there is considerable diversity in the processes that teachers use for planning and in the ways that assessment information informs that planning, a consistent theme was that teachers make active decisions at all stages in the planning process. Teachers use a variety of assessment data in various ways, but these are not typically data extracted from external assessments. This research has important Math Ed Res J (2013) 25:457-480
In the public rhetoric, economic globalisation is routinely and uncritically predicated on an educated, flexible and highly literate workforce. This article raises questions about the workforce education that economic globalisation demands. It starts from the position that economic globalisation can usefully be thought of as a set of social practices mediated by highly specific textual practices. These new textual practices are learned and often taught in workplaces that seek to participate directly in global economies. Frequently, they are presented as neutral or benign interventions in the discursive practices of work, seeming to expand the linguistic repertoires of employees and, therefore, the opportunities available to them in the workplace. Calling on part of an extensive study of the textual practice of a restructuring workplace in Australia it is argued that the new textual practices of economic globalisation are never neutral nor are they reliably benign. New textual practices always imply new working identities; new working knowledge and new working relationships in local workplaces, and these challenge existing identities, knowledge and relationships. This has significant implications for workplace education and for workplace educators.
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