Assessing children's mathematical knowledge : social class, sex, and problem-solving

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書誌事項

Assessing children's mathematical knowledge : social class, sex, and problem-solving

Barry Cooper and Máiréad Dunne

Open University Press, 1999

  • : hb
  • : pb

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注記

Includes bibliographical references and index

内容説明・目次

巻冊次

: pb ISBN 9780335203161

内容説明

'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.

目次

Introduction The research origins, methods, issues Children and 'realistic' test items previous studies and National Curriculum test items Key Stage two 'realistic' items two children, two cultural competences? Social class, sex, contextualization and performance a quantitative analysis at Key Stage 2 'Realistic' items, social class and sex two examples from Key Stage 2 Social class, sex, selection for tiers and performance a quantitative analysis at Key Stage 3 Children's answers to items and explicitness examples from Key Stage 2 and Key Stage 3 Constructing the right goal a comparative analysis of two Key Stage 3 items References Conclusion Index.
巻冊次

: hb ISBN 9780335203178

内容説明

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.

目次

  • The research - origins, methods, issues
  • children and realistic test items - reflecting on previous studies
  • realistic items - two children, two cultural competences?
  • class, sex, contextualization and performance - a quantitative analysis at Key Stage 2
  • realistic items, class and sex - two examples from Key Stage 2
  • class, sex, selection for tiers and performance - a quantitative analysis at Key Stage 3
  • children's answers to items and explicitness - examples from Key Stage 2 and Key Stage 3
  • constructing the right goal - a comparative analysis of two Key Stage 3 items.

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