{"id":80977,"date":"2022-08-19T14:27:01","date_gmt":"2022-08-19T11:27:01","guid":{"rendered":"https:\/\/azbuki.bg\/?p=80977"},"modified":"2025-08-04T09:28:47","modified_gmt":"2025-08-04T06:28:47","slug":"reconstructing-the-mathematics-curriculum-for-post-16-students-a-comparison-of-the-approaches-in-england-and-bulgaria","status":"publish","type":"post","link":"https:\/\/science.azbuki.bg\/en\/uncategorized\/reconstructing-the-mathematics-curriculum-for-post-16-students-a-comparison-of-the-approaches-in-england-and-bulgaria\/","title":{"rendered":"Reconstructing the Mathematics Curriculum for Post-16 Students: A Comparison of the Approaches in England and Bulgaria"},"content":{"rendered":"<p><strong>Phil Budgell<\/strong><br \/>\n<em>Education Leadership Consultancy (UK)<\/em><\/p>\n<p><a href=\"https:\/\/doi.org\/10.53656\/voc22-401reco\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.53656\/voc22-401reco<\/a><\/p>\n<p><strong>Abstract.<\/strong> A major reform of the Mathematics curriculum was published in England in 2016, implemented in 2017 and examined in 2019. In Bulgaria, the analogous reform was published in 2018, will be implemented in 2020 and examined in 2022.<br \/>\nThis paper takes the framework developed by Budgell and Kunchev (2019) and seeks to interpret the new curricula in terms of the Students, the State and the Curriculum with an introduction to Assessment.<br \/>\nIn terms of the Curriculum, the paper examines, at the highest level, General and Specific Objectives; followed by Overarching Themes; then the Topics covered and finally the Detailed Content Statements for each topic.<br \/>\nThe paper concludes that the real differences between the teaching of Mathematics in England and Bulgaria lie not in the Mathematics itself but in the overall curriculum and assessment frameworks within which Mathematics is taught.<br \/>\n<em>Keywords:<\/em> reform; Mathematics curriculum; England; Bulgaria; new curricula; students; assessment; general and specific objectives; overarching themes; topics; detailed content statements<\/p>\n<a href=\"https:\/\/science.azbuki.bg\/en\/member-login\/\">Log in to read the full text<\/a>","protected":false},"excerpt":{"rendered":"<p>Phil Budgell Education Leadership Consultancy (UK) https:\/\/doi.org\/10.53656\/voc22-401reco Abstract. A major reform of the Mathematics curriculum was published in England in 2016, implemented in 2017 and examined in 2019. In Bulgaria, the analogous reform was published in 2018, will be implemented in 2020 and examined in 2022. This paper takes the framework developed by Budgell and [&hellip;]<\/p>","protected":false},"author":124332423426818,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":{"subtitle":"","format":"standard","video":"","gallery":"","source_name":"","source_url":"","via_name":"","via_url":"","override_template":"0","override":[{"single_blog_custom":"","parallax":"0","fullscreen":"0","sidebar":"","second_sidebar":"","sticky_sidebar":"0","share_position":"","share_float_style":"","show_share_counter":"0","show_view_counter":"0","show_featured":"0","show_post_meta":"0","show_post_author":"0","show_post_author_image":"0","show_post_date":"0","post_date_format":"","post_date_format_custom":"","show_post_category":"0","show_post_reading_time":"0","post_reading_time_wpm":"","show_post_tag":"0","show_prev_next_post":"0","show_popup_post":"0","number_popup_post":"1","show_author_box":"0","show_post_related":"0","show_inline_post_related":"0"}],"override_image_size":"0","image_override":[{"single_post_thumbnail_size":"","single_post_gallery_size":""}],"trending_post":"0","trending_post_position":"","trending_post_label":""},"jnews_primary_category":{"id":""}},"categories":[1],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Reconstructing the Mathematics Curriculum for Post-16 Students: A Comparison of the Approaches in England and Bulgaria - \u0410\u0437-\u0431\u0443\u043a\u0438<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/bel.azbuki.bg\/en\/uncategorized\/reconstructing-the-mathematics-curriculum-for-post-16-students-a-comparison-of-the-approaches-in-england-and-bulgaria\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Reconstructing the Mathematics Curriculum for Post-16 Students: A Comparison of the Approaches in England and Bulgaria - \u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"og:description\" content=\"Phil Budgell Education Leadership Consultancy (UK) https:\/\/doi.org\/10.53656\/voc22-401reco Abstract. A major reform of the Mathematics curriculum was published in England in 2016, implemented in 2017 and examined in 2019. In Bulgaria, the analogous reform was published in 2018, will be implemented in 2020 and examined in 2022. 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