[Maths-Education] The resource for the course
Laurinda Brown
Laurinda.Brown@bristol.ac.uk
Tue, 18 Sep 2001 10:59:19 +0100
My sense is that some KS3 SATs questions are interesting as was
mentioned and that these can then positively affect the sort of diet
students are offered. Similarly the Maths Challenge papers present
problems to solve that could be worked on in a maths club environment.
I can see why you would want to test at a few levels below the
operational level of the students - but experience tells me that this
is simply not what happens in the UK - the textbooks and therefore the
teaching in many classrooms becomes targetted to that test rather than
there being a sense of mastery from having developed ideas beyond the
syllabus. I agree that Jo Boaler's PhD research says what needs to be
said.
Laurinda Brown
University of Bristol
Graduate School of Education
On Tue, 18 Sep 2001 09:27:55 +0100 John Monaghan
<J.D.Monaghan@education.leeds.ac.uk> wrote:
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> A quick response to Tim Rowland and then I'll keep quiet on this topic:
>
> At 06:01 PM 9/17/01 +0100, Tim wrote:
> >Maybe it is appropriate for GCSE questions to be routine, in the sense
> suggested in the blurb?
>
> OK, I can go along with that. The problem that I see with the exam culture
> in education today is that exams permeate and control almost every aspect
> of classroom life. This breed of exam-based textbooks offers exam training
> in place of challenging mathematical activities. As to research I'd point
> to Jo Boaler's work rather than mine (chapter 7 of her thesis and the
> section on procedural and conceptual questions).
>
>
>
>
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Laurinda Brown
Laurinda.Brown@bristol.ac.uk
0117-9287019