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Contexts for ‘pure’ mathematics: a framework for analysing A-level mathematics papers

By Chris Little and Keith Jones


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

Topics: LB1603, LB2361, QA
Year: 2008
OAI identifier: oai:eprints.soton.ac.uk:50746
Provided by: e-Prints Soton

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