References
- Anghileri, J. (2005). Some impacts of the national numeracy strategy on students’ written calculation methods for division after five years implementation. In D. Hewitt & A. Noyes (Eds.), Proceedings of the sixth British congress of mathematics education (pp. 17–24). Warwick: University of Warwick.
- Ball, S. J. (2009). Privatising education, privatising educational policy; privatising educational research: network governance and the competition state. Journal of Education Policy, 24(1), 83–99. doi: 10.1080/02680930802419474
- Bernstein, B. (1990). Class, Codes and Control. London: Routledge.
- Bernstein, B. (2000). Pedagogy, symbolic control and identity. Theory, research, critique (revised ed.). New York: Rowman & Littlefield Publishers.
- CDE (2010). Hidden Assets: South Africa's low-fee private schools. Retrieved from http://www.cde.org.za/hidden-assets-south-africa-s-low-fee-private-schools/
- CDE (2013). Mathematics outcomes in South African schools: What are the facts? What should be done? Retrieved from www.cde.org.za/mathematics-outcomes-in-south-african-schools-what-are-the-facts-what-should-be-done/
- DBE (2009) Report of the task team for the review of the implementation of the National Curriculum Statement. Final Report. Retrieved from http://www.education.gov.za/DocumentsLibrary/Reports/tabid/358/Default.aspx
- DBE (2013). General education system quality assessment: Country report South Africa following Unesco GEQAF framework. October 2013; DBE
- Fullfact (2010). Retrieved 17 December 2014 https://fullfact.org/factchecks/school_standards_oecd_pisa_data_media_conservatives_education-2423.
- Goodson, I. F. (2014) Curriculum, personal narrative and social future. Abingdon, Oxon: Routledge.
- Gove, M. Retrieved December 12, 2014, from https://www.gov.uk/government/news/national-curriculum-review-launched, press release on 20 January 2011
- Jansen, J. (1999). Why OBE will fail: An elaboration. In J. Jansen & P. Christie (Eds.), Changing Curriculum Changing Times (pp. 145–154). Cape Town: Juta & Co.
- Jerrim, J. (2011). England's “plummeting” PISA test scores between 2000 and 2009: Is the performance of our secondary school pupils really in relative decline? DoQSS Working Paper No. 11-09 December.
- Kanes, C., Tsatsaroni, A., & Morgan, C. (2014). The PISA regime: Knowledge structures and the practices of the self. Educational Studies in Mathematics, 87(2), 145–165. doi: 10.1007/s10649-014-9542-6
- Lerman, S. (2010). Theories of mathematics education: Is plurality a problem?. In B. Sriraman, & L. English (Eds.), Theories of mathematics education (pp. 99–110). New York: Springer.
- Lerman, S. (2012). ‘Identity’ as a unit of analysis in researching and teaching mathematics. In H. Daniels (Ed.), Vygotsky and sociology (pp. 175–191). London: Routledge.
- Lerman, S. (2014). Mapping the effects of policy on mathematics teacher education. Educational Studies in Mathematics, 87(2), 187–201. doi: 10.1007/s10649-012-9423-9
- Mangez, E., & Hilgers, M. (2012). The field of knowledge and the policy field in education: PISA and the production of knowledge for policy. European Educational Research Journal, 11(2), 189–205. doi: 10.2304/eerj.2012.11.2.189
- Meyer, H.-D. & Benavot, A. (2013). PISA and the globalization of education governance: Some puzzles and problems. In H.-D. Meyer & A. Benavot (Eds.), Pisa, power and policy: The emergence of global educational governance, (pp. 9–26). Oxford: Symposium Books.
- Morgan, C. (1998). Writing mathematically: The discourse of investigation. London: Falmer.
- Morgan, C., Tsatsaroni, A., & Lerman, S. (2002). Mathematics teachers’ positions and practices in discourses of assessment. British Journal of Sociology of Education, 23(3), 445–461. doi: 10.1080/0142569022000015463
- Ozga, J. (2012). Assessing PISA. European Educational Research Journal, 11(2), 166–171. doi: 10.2304/eerj.2012.11.2.166
- Pons, X. (2012). Going beyond the ‘PISA shock’ discourse: an analysis of the cognitive reception of PISA in six European countries, 2001-2008. European Educational Research Journal, 11(2), 206–226. doi: 10.2304/eerj.2012.11.2.206
- Sellar, S. & Lingard, B. (2013). PISA and the expanding role of the OECD in global educational governance. In H.-D. Meyer & A. Benavot (Eds.), Pisa, power and policy: The emergence of global educational governance, (pp. 185–206). Oxford: Symposium Books.
- Singh, P. (2002). Pedagogising knowledge: Bernstein’s theory of the pedagogic device. British journal of sociology of education, 23(4), 571–582. doi: 10.1080/0142569022000038422
- Singh, P. (2015). Performativity and pedagogising knowledge: Globalising educational policy formation, dissemination and enactment. Journal of Education Policy, 30(3), 363–384. doi: 10.1080/02680939.2014.961968
- TES (2012). Retrieved December 17, 2014, from https://www.tes.co.uk/article.aspx?storycode=6298801 published on 11 November 2012.
- Truss, L. (2013). Retrieved December 17, 2014, from https://www.gov.uk/government/speeches/education-minister-elizabeth-truss-speaks-at-the-north-of-england-education-conference talk delivered on 17 January 2013.
- Venkat, H., & Spaull, N. (2014). What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007. Stellenbosch Economic Working Papers 13/2014.
- Zenex (2010). “Educating for impact in mathematics, science and language: A ten-year review” published by the Zenex Foundation.