Peta Pendidikan Dunia Karangan Paul Ernest

Table 1: Summary of the Five Ideological Groupings (adapted from Ernest 1991)

Interest group	Industrial Trainer	Technological Pragmatist	Old Humanist	Progressive Educator	Public Educator
Politics	Radical 'New Right'	meritocratic conservative	Conservative	Liberal	Democratic socialist
View of mathematics	Set of truths and rules	Unquestioned body of useful knowledge	Body of structured pure knowledge	Process view: personalised maths	Social constructivism
Set of values	Authoritarian values choice, effort, work	Utility, progress, expediency	Objectivity, rule-centred, hierarchy	Person-centred, 'Romantic' view	Social justice, critical citizenship
Theory of society	Rigid hierarchy, market-place	Meritocratic hierarchy	Elitist, class stratified	Soft hierarchy, welfare state	Reform inequitable hierarchy
Theory of ability	Fixed and inherited, realised by effort	Inherited ability	Inherited cast of mind	Varies, but needs cherishing	Cultural product: not fixed
Mathematical aims	'Back-to-basics': and social training in obedience	Useful mathematics and certification (industry-centred)	Transmit body of maths knowledge (maths-centred)	Self-realisation, creativity, via maths (child-centred)	Critical democratic citizenship via mathematics
Theory of learning	Hard work, effort, practice, rote	Skill acquisition, practical experience	Understanding and application	Activity, play, exploration	Active, questioning, empowerment
Theory of teaching mathematics	Authoritarian transmission, drill, no 'frills'	Skill instructor, motivate through work-relevance	Explain, motivate, communicate, pass on structure	Facilitate personal exploration and prevent failure	Discussion, conflict, questioning content and pedagogy.
Theory of resources	Chalk and talk only, anti-calculator	Hands-on and microcomputers	Visual aids to motivate	Rich environment to explore	Socially relevant, authentic data
Theory of assessment in mathematics	External testing of simple basics, avoid cheating	External tests and certification, skill profiling	External exams based on knowledge hierarchy	Teacher led internal assessment, avoid failure	Various modes. Use of social issues and content
Theory social diversity	Hierarchic by social class, Eurocentric	Vary curriculum by future occupations	Vary curriculum by ability only	Use local culture to humanise maths	Accommodate social / cultural diversity