On the <i>relevance</i> of the mathematics curriculum to young people

Sealey, Paula; Noyes, Andrew

doi:10.1080/09585176.2010.504573

Cited by 17 publications

(12 citation statements)

References 13 publications

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“…By making more concrete those elements of a professional practice that could only be imagined before, more students will be able to see the relevance of mathematics to their future lives. Such activities need to be facilitated within the educational system (school rules, finances, ethos), which explains why students' perceptions of relevance depend on the schools they attend (Sealey and Noyes 2010). In fact, there are many ways in which mathematical modelling activities can make students experience relevance in mathematics classrooms so they no longer need to ask "Why do I have to learn this?"…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities

Hernandez‐Martinez

Vos

2017

ZDM Mathematics Education

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In this paper we explore how students can experience the relevance of mathematical modelling activities. In the literature we found that relevance is a connection among several issues (relevance of what? to whom? according to whom? and to what end?). We framed this concept in terms of Cultural-Historical Activity Theory (CHAT), a theory for analysing how individuals engage in activities within social environments. We designed modelling activities within a mathematics course for engineering students: there were ample mathematical modelling tasks, a guest lecture by an employee from an engine company who used mathematical modelling in his job, and a group work modelling assessment with a presentation to the whole group. After the course, we interviewed ten students with a wide range of final grades in the course. We analysed the interview data in light of the theoretical framing of the concept of relevance. Our analysis showed that, generally, students experienced the modelling activities as relevant, and that they imagined themselves working in professional practices for which mathematics is relevant. However, doing mathematics was also judged as being relevant only to obtain grades, leave school and enter professions for which mathematics might not be needed. We offer recommendations for making mathematics education more relevant to more students.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities

Hernandez‐Martinez

Vos

2017

ZDM Mathematics Education

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“…However, the learners not only see the problems but, if allowed, can also point out effective instruction strategies to improve the learning outcome of their mathematics classes (Clare & Sue, 2013). Moving to the question of why, the investigations Onion (2004), Sealey and Noyes (2010), Pais (2013), and Kollosche (2017) uncover that though learners believe mathematics to be an important subject to learn, yet they struggle to respond when asked about where they use and why they need to learn advanced mathematics at school. These studies indicate that the learners are not used to think over what it takes to learn or why knowing mathematics is important (Kloosterman, 2002), and find it difficult to answer the questions about what, why and how of their mathematics learning process.…”

Section: Learners' Beliefs and Mathematics Education Researchmentioning

confidence: 99%

Learners’ Critical Thinking About Learning Mathematics

Sachdeva¹,

Eggen²

2021

INT ELECT J MATH ED

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Developing critical thinking practices among young learners through mathematics education is a topic of attention for mathematics education research community. Learners' critical thinking concerning cognitive and social aspects of their mathematics education have been explored in several research studies. However, learners' critical thinking concerning their personal beliefs about their mathematics learning process have not received much consideration. In this paper, learners' practice with thinking critically about and their potential to suggest changes in their mathematics learning process is explored based on their expressed beliefs about learning mathematics. Learners of eighth and ninth grade in two Norwegian schools responded to a questionnaire and were interviewed to gather their opinions concerning their mathematics learning process. Data analysis indicates that learners seldom think critically, and hold inconsistent beliefs about mathematics and its learning process. Moreover, they struggle to observe their own beliefs critically, and hesitate in suggesting alternatives to make learning mathematics meaningful for them. Consequently, learners' critical attitude towards their mathematics learning process and their personal beliefs in order to gain a meta-perspective of their learning contexts does not seem to be evolving effectively. However, if learners are encouraged to think critically about mathematics education, their potential of contributing to improve their mathematics learning process becomes visible. We recommend that young learners get training in and are encouraged to think critically about their mathematics learning process so that they are equipped to make reflected choices related to learning mathematics in their personal lives.

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“…Consequently, 'relevant' curriculum content is perceived by stakeholders to be that which is likely to engage and maintain student interest, contribute immediately meaningful skills or knowledge, and/or have future utility in at least one of a range of contexts (e.g. social, economic) (Bowman 1989;Hofstein, Kesner & Ben-Zvi 1999;Sealey & Noyes 2010;Stuckey et al 2013). Since these are widely considered to be 'good' educational outcomes, relevance seems a logical criterion against which the worthwhileness of curriculum content should be assessed.…”

Section: Curriculum Adaptionmentioning

confidence: 99%

Making decisions in ‘a bit of a bubble’: relevant Australian Curriculum content for students in the Middle East

Maxwell

2020

Curric Perspect

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The introduction of the Australian national curriculum generated heated debate in Australia. Content that should or should not be required for all students across the country to learn was a contested topic, as was the adaptability of the curriculum to ensure its suitability in schools across the nation. Throughout the development and implementation of the Australian Curriculum, researchers and journalists have reported on the challenges Australian based school leaders and teachers have experienced when trying to understand the relevance of some curriculum content in their particular context. However, very little attention is being paid to the experiences of staff implementing the curriculum in offshore Australian international schools, despite the fact that schools have been licenced to use Australian curricula and syllabi since the late 1980s.This paper is based on exploratory research undertaken in an offshore Australian international school in the Middle East with a view to gaining insight into teachers' perceptions of the relevance of Australian Curriculum content for their students. The majority of students at the school are from the United Arab Emirates and the surrounding nations and the majority of teaching staff are not from the region. Many educators interviewed for the research identified students' ethnicities as a significant influence when teachers interpret Australian Curriculum content and making decisions about what to teach.A key finding from this research is that curriculum decisions, including those made with reference to students' ethnic backgrounds, are made 'in-house' without input from members of the Emirati or broader communities. Teachers indicated that their knowledge of students' lives and backgrounds is not extensive and that there is scope to build on existing initiatives at the school to increase intercultural understanding and community consultation. Finally, the author calls on scholars to engage with curriculum work occurring in offshore Australian international schools.

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On the relevance of the mathematics curriculum to young people

Cited by 17 publications

References 13 publications

“Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities

“Why do I have to learn this?” A case study on students’ experiences of the relevance of mathematical modelling activities

Learners’ Critical Thinking About Learning Mathematics

Making decisions in ‘a bit of a bubble’: relevant Australian Curriculum content for students in the Middle East

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