Golding, Jenefer;
Redmond, Benjamin;
Grima, Grace;
(2023)
Mathematical problem solving: a journey of realistic aspiration or of chimera?
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Presented at the 24th annual conference AEA-Europe 2023.
AEA-Europe: St Julian's, Malta.
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Abstract
From the first national curriculum in England in 1988, successive mathematics curricula for ages 5-16 have attempted to promote robust mathematical problem-solving, reasoning and communication for all. This aspiration, although enjoying broad support, has remained largely unrealised. The curriculum introduced from September 2014 again included a renewed focus on these key mathematical processes - this time within an increasingly high-stakes assessment system. National assessments in England are developed within a marketized system; they include GCSE Mathematics, taken by nearly all students at age 16, and high stakes for them as individuals, for their teachers, and for their schools. We draw on three secondary school curriculum enactment studies of this curriculum and its assessment, two predating the covid pandemic and one ‘New Normal’ study probing emerging practices and learning post-pandemic. These all harness classroom observations and related teacher and student voice. We uncover a story of repeated attempts to support development of these processes via resources and assessment reforms initially well-aligned with intentions. We analyse the interdependent challenges of doing so – for assessment organisations, producers of curriculum resources, students, schools, teachers, and policymakers. We argue that systemic changes are needed if mathematically laudable aspirations are to be realised.
| Type: | Proceedings paper |
|---|---|
| Title: | Mathematical problem solving: a journey of realistic aspiration or of chimera? |
| Event: | AEA-Europe annual conference 2023 |
| Location: | St Julian's, Malta |
| Dates: | 1 Nov 2023 - 4 Nov 2023 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://2023.aea-europe.net/ |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10182027 |
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