Assessing Children's Mathematical Knowledge: Social Class, Sex and Problem-Solving - Couverture rigide

Cooper, Barry; Dunne, Mairead

Couverture rigide

ISBN 10 : 0335203175 ISBN 13 : 9780335203178

Editeur : Open University Press, 1999

Synopsis

National assessment has been introduced in many countries to monitor children's progress in mathematics and to exert some influence over their curriculum experience. In England, children undertake national tests whose results are also used to compare schools. Reflecting thinking in mathematics education, these tests have tended to embed mathematical tasks in supposedly "realistic" settings. Such "realistic" contexts might be expected to have a variety of benefits. Perhaps working class children will benefit from the "relevant" nature of such contexts? Perhaps girls will perform better on such items? In order to address such questions, the authors have undertaken quantitative and qualitative research with 10-11 and 13-14 year-old children to explore their interpretation of and performance on English national mathematics test items, with a special focus on the validity and fairness of "realistic" items. This text draws on the work of Bernstein and Bordieu to make sense of findings which suggest that the validity of such items may vary by social class and sex.

A propos du livre

Présentation de l'éditeur

'this work is highly relevant to the proliferation of accountability measures worldwide'
James Scheurich and Douglas Foley

In many countries, the lives of teachers and children are increasingly dominated by programmes of national testing of mathematics and other subjects. In England, the majority of the items in such tests have set mathematical tasks in every day situations such as 'shopping'. This requires children to make decisions about whether to use or not their own every day knowledge and experience in their problem-solving. Some children are likely to have a better 'feel for this game' than others. Assessing Children's Mathematical Knowledge draws on the analysis of national curriculum test data from more than 600 children of 10-11 and 13-14 years of age, as well as in-depth interviews with 250 of these as they attempt to solve test problems, in order to explore the nature of the difficulties children experience with 'realistic' items. The book shows, by comparing test and interview data, that many children, as a consequence of their confusion over the requirements of 'realistic' test items, fail in tests to demonstrate mathematical knowledge and understanding that they actually possess. The book also explores whether this problem of invalid measurement is equally spread across children from different social backgrounds, and across the sexes.

The book will be of interest to academics and teachers studying for advanced degrees in mathematics education, sociology of education and educational assessment.

Biographie de l'auteur

Barry Cooper is a Professor of Education, and Director of Research, at the University of Durham, School of Education. His research interests include the sociological study of the school curriculum and assessment, mathematics education, and Indian primary education. He has recently directed two ESRC projects studying assessment in mathematics.

Mairead Dunne is a Lecturer in Education at the University of Sussex Institute of Education. Her research interests include mathematics education, equity in education, and educational development in South Africa. After she obtained her PhD in 1994, she worked as a Research Fellow on two ESRC projects studying assessment in mathematics.

Détails de l'édition

• Éditeur: Open University Press
• Date d'édition: 1999
• ISBN 10: 0335203175
• ISBN 13: 9780335203178
• Reliure: Relié
• Langue: anglais
• Nombre de pages: 240
• Coordonnées du fabricant: non disponible