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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.
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About the Author
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.
Review
"...this is an important book for those who teach mathematics, work with teachers and set assessment tasks" - Educational Review
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- PublisherOpen University Press
- Publication date2000
- ISBN 10 0335203167
- ISBN 13 9780335203161
- BindingPaperback
- Edition number1
- Number of pages234
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