Assessing ‘functionality’ in school mathematics examinations: what does being human have to do with it?

Drake, Pat; Wake, Geoff; Noyes, Andrew

doi:10.1080/14794802.2012.734969

Cited by 4 publications

(2 citation statements)

References 11 publications

(6 reference statements)

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“…Valid assessment of similar learning intentions also proved a challenge in England, for example in the 'functional skills' element piloted within the GCSE. Drake et al (2012) show that assessment in this area is often artificial or contrived. However, use of pre-release materials provides an opportunity for teachers to help candidates navigate what might be asked, and what is relevant mathematically and contextually.…”

Section: Locating Core Mathsmentioning

confidence: 99%

Learning to teach contextualized problem-solving in a non-calculus mathematics pathway

Golding

Smith

Blaylock

2018

Teaching Mathematics and Its Applications: An International Journal of the IMA

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We report on the professional learning of a small purposive sample of teachers beginning to teach an English post-16 mathematics course centred around contextualised problem solving. We describe their accounts of change, their intentions and justification for those, and how development was supported. The demands of the course require 'boundary crossing' between contexts and mathematics that was novel for these teachers and their students, and learning to teach for such approaches is known to be demanding. By drawing on peer support and their own robust subject knowledge, though, these teachers were able to accommodate change to classroom authority and expertise, attention to students' relationship with mathematics, longerterm planning sequences, and growth in their own management of uncertainty within the classroom.

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Section: Locating Core Mathsmentioning

confidence: 99%

Learning to teach contextualized problem-solving in a non-calculus mathematics pathway

Golding

Smith

Blaylock

2018

Teaching Mathematics and Its Applications: An International Journal of the IMA

View full text Add to dashboard Cite

show abstract

“…Well known recent examples include Andrew Noyes' work on mathematical pathways, which included a substantive assessment component (e.g. Drake, Wake, & Noyes, 2012), and Candia Morgan's work on the evolution of GCSE test questions (e.g. Morgan & Sfard, 2016).…”

mentioning

confidence: 99%