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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).

Record type: Article


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.

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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


Local EPrints ID: 50746
ISSN: 1479-4802
PURE UUID: 16e683ae-c49e-47f6-867f-9f492a1c42a2
ORCID for Keith Jones: ORCID iD

Catalogue record

Date deposited: 19 Mar 2008
Last modified: 18 Aug 2017 16:32

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