Dear Mellony,

I am afraid that I do not know such a research. It may be available in Czech. I am in Melbourne at the moment, I will try to find something when coming home.

Best wishes

Jarmila

Many thanks Jarmila - Steve Lerman suggested a great reference of Day and Smethen 2009) which addresses this issue from an international perspective with England as a particular case. Enjoy Melbourne

In Sriraman and English (2010), English (p. 121) writes about restrictions imposed by the 2008 National Mathematics Advisory Panel Report, in the United States, on research in mathematics education. It suposses a limitation for researchers that I think that indirectly may affect to teachers and clasroom practices.  

http://www.springer.com/us/book/9783642007415

In Spain, we had the last years changes in official curriculum of mathematics in primary education. For example, least common multiple and greatest common divisor were studied in 6th grade, and now, some textbooks include them in 5th grade. Learning of multiplication facts involving 0, 1, 2, 5 and 10, were studied in 2nd grade and now in 1st grade. These curricular changes reflect the idea (or the misconception) that studying concepts earlier supposes an improvement of quality in mathematics education.

In France, the idea of an educational system as a bureaucratic one comes from Michel VERRET (Le temps des études, 1978), a sociologist. This idea was introduced in mathematics didactics by Chevallard (La transposition didactique, 1985) and most of his research adresses this fact and the way to get rid of bureaucratic organisation of teaching (see his personal web or Wikipedia). He wrote some papers in english and you can find these papers there. In worked with Chevallard and wrote on the question too, but most is in french, sorry.

Hi 

I know of no specific , but could give no idea where to start these studies

Pleas, keep me informed of the investigation and its results

http://www.scielo.br/pdf/bolema/v28n50/1980-4415-bolema-28-50-1525.pdf

http://funes.uniandes.edu.co/5779/1/GomezExclusionALME2014.pdf

http://funes.uniandes.edu.co/4349/1/GomezLainstitucionalidadALME2013.pdf

Mel:

I too have not done much research in this area, but I can speak from experience that trying new strategies have not always been met favorably by both students and surprisingly, teachers. If it has never been done before, then everyone is skeptical about taking time to do something that may or may not work, so sometimes the innovation is knocked down from the start or just treated as not very important. Sometimes, it's just a matter of "it's not my idea" syndrome:-) I have included a link to what's available on RG and hope it can be useful.

Best regards,

Debra

https://www.researchgate.net/publicliterature.PublicLiterature.search.html?type=keyword&search-keyword=bureaucratic+systems+can+work+against+quality+mathematics+teaching+and+learning&search-abstract=&search=Search

Ms Graven, I suggest you to take a look at the book 'Teachers as Intellectuals'. Henry Giroux makes an excellent critical approach on this issue.

 GIROUX, H. A. Teachers as intellectuals – towards a critical pedagogy of learning. Westport, CT, USA: Bergin & Garvey, 1988.

I'm scared to go through that pile but I can give a nice long list written by some of the top mathematicians and instructors, world-wide. And a very obvious reason why this affects foreign students much more than native English speakers.  I shall stop here or I could go on for a few hours.

Oh, and Carlos, that is a great point (your earlier post) , they're doing the same dumb thing in the US.  About speeding up the curriculum.   If anything, a good argument can be made for the complete opposite approach.  The book that I am publishing with a few coauthors (mentioned somewhere on this site, addresses such issues, but still insufficiently, so I am just the senior editor, and an author of one chapter).  I subscribe to a particular notion of distributed learning; and that word already has so many different meanings so I hate using it. So I call it lateral learning to distinguish it from sequential learning. It's much more labor intensive and instructor/professor buy in is essential. This methodology can and is applied to students from K-16 

Thanks to everyone for the helpful responses ancd ideas for further reading. Much appreciated, Mel

There is an organization called the Psychology of Mathematics Education - North America. PME-NA has a website with links to its proceedings. (link below) You may find some useful material in there. I would start with 2001. George W. Bush was the president who pushed "no child left behind." That started all the accountability, over-testing, etc. that we are still doing in the US.

http://www.pmena.org/proceedings/

Nice Answer Carlos De Castro Hernández.

Thanks Dorothea Steinke.

Chevallard and Me worked, during early 1980, on "Didactical time" and "didactical transosition" as the ways of bureaucratic teaching, spreading in the world from the XIXe. The most explicit texte we gave was "Sur le temps didactique" where we explained the genesis of this organisation, "making progress in time with progress in elemented teaching topics": an idea from Comenius. I can give you acces to this text, but there is a short publication in english in a book: "Thinking Time" published from a congress in Neuchâtel (1998?)

On the way in which time has been taken into account since the beginning of the century Delhaxhe (1997) offers an interesting literature review.

Delhaxhe Arlette. Time as a unit of analysis in educational research. In: French review of pedagogy, volume 118, 1997. The elementary school. pp. 106-125;

doi: https://doi.org/10.3406/rfp.1997.1180 https://www.persee.fr/doc/rfp_0556-7807_1997_num_118_1_1180

Both of these articles are well worth a read:

Jane Perryman, Meg Maguire, Annette Braun & Stephen Ball (2018) Surveillance, Governmentality and moving the goalposts: The influence of Ofsted on the work of schools in a post-panoptic era, British Journal of Educational Studies, 66:2, 145-163, DOI: 10.1080/00071005.2017.1372560

Ball, S. (2003) The teacher’s soul and the terrors of performativity,Journal of EducationPolicy, 18 (2), 215–288. doi:10.1080/0268093022000043065

https://www.tandfonline.com/doi/abs/10.1080/03626784.2018.1547615?src=recsys&journalCode=rcui20

Mellony Graven, Nice Topic.

Thanks for the suggestions of recent papers. Very interesting insights.

There are many systems throughout the ages that impeded the teaching and learning of mathematics, the first of which was in the Roman era.