Contexts for ‘pure’ mathematics: a framework for analysing A-level mathematics papers
Little, Chris and Jones, Keith (2008) Contexts for ‘pure’ mathematics: a framework for analysing A-level mathematics papers. Research in Mathematics Education, 10, (1), 97-98. (doi:10.1080/14794800801916887).
- Author's Original
The use of context in mathematics test items is now accepted practice in many forms of national assessment in the UK. Yet research suggests that such use of context is not straightforward and that children may apply a variety of interpretations to contextual mathematics problems. Our analysis focuses on the use of context in post-16 ‘pure’ mathematics questions set by two UK Examination Boards. From our analysis, a framework for analysing the use of context is proposed that encompasses issues such as accessibility, realism and authenticity.
|Additional Information:||The pagination of this final proof copy is almost exactly as it appears in 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 > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2361 Curriculum
Q Science > QA Mathematics
|Divisions:||University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
Faculty of Social and Human Sciences > Southampton Education School > Mathematics & Science Education
|Date Deposited:||19 Mar 2008|
|Last Modified:||06 Aug 2015 02:41|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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