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), pp. 97-98. (doi:10.1080/14794800801916887).

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Description/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.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/14794800801916887
Additional Information: The pagination of this final proof copy is almost exactly as it appears in the published version.
ISSNs: 1479-4802 (print)
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
Organisations: Mathematics, Science & Health Education
ePrint ID: 50746
Date :
Date Event
March 2008Published
Date Deposited: 19 Mar 2008
Last Modified: 16 Apr 2017 18:08
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/50746

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