Smith, CA;
Morgan, C;
(2016)
Curricular orientations to real-world contexts in mathematics.
The Curriculum Journal
, 27
(1)
pp. 24-45.
10.1080/09585176.2016.1139498.
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Abstract
A common claim about mathematics education is that it should equip students to use mathematics in the ‘real world’. In this paper, we examine how relationships between mathematics education and the real world are materialised in the curriculum across a sample of eleven jurisdictions. In particular, we address the orientation of the curriculum towards application of mathematics, the ways that realworld contexts are positioned within the curriculum content, the ways in which different groups of students are expected to engage with real-world contexts, and the extent to which high-stakes assessments include real-world problem solving. The analysis reveals variation across jurisdictions and some lack of coherence between official orientations towards use of mathematics in the real world and the ways that this is materialised in the organisation of the content for students.
| Type: | Article |
|---|---|
| Title: | Curricular orientations to real-world contexts in mathematics |
| Location: | UK |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09585176.2016.1139498 |
| Publisher version: | http://dx.doi.org/10.1080/09585176.2016.1139498 |
| Language: | English |
| Additional information: | © 2016 British Educational Research Association. This is an Accepted Manuscript of an article published by Taylor & Francis in The Curriculum Journal on 21 March 2016, available online: http://www.tandfonline.com/10.1080/09585176.2016.1139498 |
| Keywords: | Mathematics, International comparison, international instructional system study, Curriculum, Real-world contexts |
| 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/1474125 |
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