How Mathematics Counts.

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Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: the case of fraction division (2009, background): “In fact, many more US students and adults experienced difficulties in mathematics, and their difficulties can often be traced to their deficit learning of fractions and related computations (e.g., National Mathematics Advisory Panel, 2008; Steen, 2007 ).”
National numeracy review report (2008, background): “Twenty-five years ago, the Cockcroft Report (a three-year government inquiry into the teaching of mathematics in schools) made the now famous claim that for the great majority of students mathematics learned in isolation, remains in isolation (Cockcroft, 1982).”
Images, Anxieties, and Attitudes toward Mathematics (2013, unknown): “When Brigid Sewell was gathering data on adult numeracy for the Cockcroft (1982) inquiry, she asked a sample of adults on the street if they would answer some questions.”
Individual differences in arithmetic (2012, background): “Cockcroft (1982) treats the ability to say whether an estimate is reasonable or not as one aspect of general estimation ability. Reys (1984) emphasizes the importance of, for example, being able to say whether an answer obtained on a calculator is reasonable or not and treated this as equivalent to ”