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Contexts for pure mathematics: an analysis of A-level mathematics papers

Record type: Article

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.

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Citation

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), pp. 48-53.

More information

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
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 16 Jul 2007
Last modified: 17 Jul 2017 15:06

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