Contexts for pure mathematics: an analysis of A-level mathematics papers
Contexts for pure mathematics: an analysis of A-level mathematics papers
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.
contexts, real-life, pedagogy, assessment, curriculum, teaching, learning, pure, mathematics, england, school, uk, accessibility, realism, authenticity, a-level, as-level, research
48-53
Little, Chris
debd79db-8aa9-45e3-8f58-baa45cf2b54b
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2007
Little, Chris
debd79db-8aa9-45e3-8f58-baa45cf2b54b
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Little, Chris and Jones, Keith
(2007)
Contexts for pure mathematics: an analysis of A-level mathematics papers.
Proceedings of the British Society for Research into Learning Mathematics, 27 (1), .
Abstract
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.
Text
Little_Jones_BSRLM_Proceedings_27-1_2007.pdf
- Accepted Manuscript
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Published date: 2007
Additional Information:
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
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 46692
URI: http://eprints.soton.ac.uk/id/eprint/46692
ISSN: 1463-6840
PURE UUID: c674503b-d27f-4a4f-8397-007940f85f5d
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Date deposited: 16 Jul 2007
Last modified: 15 Mar 2024 09:26
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Author:
Chris Little
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