Theory of resources in mathematics education
The ‘purist’ ideology lead to a restricted view of the resources appropriate for school mathematics. Text book and traditional aids to pure mathematical construction are admitted, such as straight-edge and compasses. Electronic calculators and computers may also be used as tools in mathematics, but only for older students who have demonstrated mastery of the basic concepts. Models, visual aids and resources may be used by the teacher to motivate or to facilitate understanding. However, the ‘hands-on’ exploration of resources by student is practical work, inappropriate to pure mathematics, and is thus reserved for low attainers, who are not studying ‘real’ mathematics, anyway.
Theory of mathematical ability
According to this view, mathematical talent and genius are inherited, and mathematical ability can be identified with pure intelligence. There is a hierarchical distribution of mathematical ability, from the mathematical genius at top, to the mathematically incapable, at the bottom. Teaching merely helps students to realize their inherited potential, and the ‘mathematical mind’ will shine through. Educational provision is needed for the mathematically gifted, to enable them to fully realize this talent. Since children vary greatly in mathematical ability, they need to be streamed in school for mathematics. It is an elitist theory of mathematical ability, seeing it as hierarchical and stratified, and valuing those at the top most.
Theory of assessment of mathematics learning
According to this theory, formative assessment of mathematics learning may involve a range of methods, but summative assessement requires external examinations. These should be based on a hierarchical view of mathematical subject matter, and at a number of levels, corresponding to mathematical ‘ability’. However difficult, the excellence of the mathematically talented will shine trough, and any move to make examinations more accessible or less trying for student, must represent a dilution of standards. Competition in examinations provides a means of identifying the best mathematicians.