Morgan, CR;
Sfard, A;
(2016)
Investigating changes in high-stakes examinations: A discursive approach.
Research in Mathematics Education
, 18
(2)
pp. 92-119.
10.1080/14794802.2016.1176596.
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Abstract
This article focuses on the theoretical-methodological question of how to identify reform-induced changes in school mathematics. The issue arose in our project The Evolution of the Discourse of School Mathematics, in which we studied transformations in high-stakes examinations taken by students in England at the end of compulsory schooling. We have adopted a conceptualisation that draws on social semiotics and on a communicational approach, according to which school mathematics can be thought of as a discourse. Methods of comparing examinations of different years developed on the basis of this definition enable identification of subtle disparities that are nevertheless significant enough to make an important difference in students’ vision of mathematics, in their performance and, eventually, in their ability to cope with problems that can benefit from the use of mathematics. In this article, we present these methods and argue that they have wider application for comparative studies of school mathematics
| Type: | Article |
|---|---|
| Title: | Investigating changes in high-stakes examinations: A discursive approach |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/14794802.2016.1176596 |
| Publisher version: | http://dx.doi.org/10.1080/14794802.2016.1176596 |
| Language: | English |
| Additional information: | © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an open-access article distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Permission is granted subject to the terms of the License under which the work was published. Please check the License conditions for the work which you wish to reuse. Full and appropriate attribution must be given. This permission does not cover any third party copyrighted material which may appear in the work requested. |
| Keywords: | mathematics education, examinations, discourse |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices 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/1482252 |
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