Contexts for ‘pure’ mathematics: a framework for analysing A-level mathematics papers
Contexts for ‘pure’ mathematics: a framework for analysing A-level mathematics papers
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.
contexts, real-life, pedagogy, assessment, curriculum, teaching, learning, pure, mathematics, england, school, uk, accessibility, realism, authenticity, a-level, as-level, research
97-98
Little, Chris
debd79db-8aa9-45e3-8f58-baa45cf2b54b
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
March 2008
Little, Chris
debd79db-8aa9-45e3-8f58-baa45cf2b54b
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Little, Chris and Jones, Keith
(2008)
Contexts for ‘pure’ mathematics: a framework for analysing A-level mathematics papers.
Research in Mathematics Education, 10 (1), .
(doi:10.1080/14794800801916887).
Abstract
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.
Text
Little_Jones_context_maths_RME10_2008.pdf
- Author's Original
More information
Published date: March 2008
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
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 50746
URI: http://eprints.soton.ac.uk/id/eprint/50746
ISSN: 1479-4802
PURE UUID: 16e683ae-c49e-47f6-867f-9f492a1c42a2
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Date deposited: 19 Mar 2008
Last modified: 15 Mar 2024 10:11
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Author:
Chris Little
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