Contexts for pure mathematics: an analysis of A-level mathematics papers
Little, C. and Jones, K. (2007) Contexts for pure mathematics: an analysis of A-level mathematics papers. Proceedings of the British Society for Research into Learning Mathematics, 27, (1), 48-53.
- Post print
While there has been some research into the use of context in mathematics assessments pre-16, little, if any, work exists on the role of context in post-16 mathematics. For A- and AS-level mathematics courses in the UK, assessment schemes are required to include questions that test candidates' abilities to apply mathematical models to real-life contexts, and to translate real-life contexts into mathematics. This paper explores the ways in which context occurs in ‘pure’ mathematics questions and, through this, suggests a framework for analysis that encompasses issues such as accessibility, realism and authenticity.
|Additional Information:||Proceedings of the day conference held at London South Bank University in March 2007, edited by D. Küchemann. The pagination of this author's proof is the same as the published version|
|Keywords:||contexts, real-life, pedagogy, assessment, curriculum, teaching, learning, pure, mathematics, england, school, uk, accessibility, realism, authenticity, a-level, as-level, research|
|Subjects:||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QA Mathematics
|Divisions:||University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
|Date Deposited:||16 Jul 2007|
|Last Modified:||27 Mar 2014 18:30|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Actions (login required)