SCHOOLS’ RATIONALES FOR DECISION-MAKING IN SELECTING PRIMARY MATHEMATICS CURRICULUM RESOURCES IN ENGLAND

In England, in contrast with jurisdictions where textbook use may be mandated, schools choose their mathematics curriculum resources. Following a government initiative promoting ‘mastery-style’ mathematics textbook schemes, in this paper we analyse interviews with 12 mathematics subject leaders to examine reasons for schools’ resourcing decisions. Drawing on an existing model of teachers’ interactions with curriculum materials, we identify two distinct pathways of mathematics curriculum resource decision-making, contingent on schools’ institutional context and perceived priorities and underpinned by high levels of professional reflection.