Primary teachers' perception of policy for curriculum reform in Cyprus with special reference to mathematics.

This paper reports and analyses findings from an investigation into Cyprus teachers' perceptions of national policy for curriculum reform in primary schools, with special reference to teaching and assessment in mathematics. Questionnaires were sent to a 10% sample of Cypriot teachers randomly selected from the total population (n=257). A response rate of 70 % was obtained ... There were four main findings: First, in respect of curriculum purposes, pupils' abilities to resolve investigations and to gain mathematical knowledge were considered to have equal importance while ability to talk about mathematics was judged to be the least important. Second, formative purposes of assessment were accorded most importance, and summative purposes least importance. Third, teachers approved of active pedagogy. Fourth, they conceptualised assessment as a natural part of teaching but paradoxically favoured formally structured techniques of assessment. Implications for the implementation of curriculum policy are discussed. (DIPF/Abstract übernommen).