On the relevance of the mathematics curriculum to young people

Sealey, Paula and Noyes, Andrew (2010) On the relevance of the mathematics curriculum to young people. Curriculum Journal, 21 (3). pp. 239-254. ISSN 0958-5176

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In this paper we draw upon focus group data from a large study of learner trajectories through 14-19 mathematics education to think about the notion of relevance in the mathematics curriculum. Drawing on data from three socially distanced sites we explore how different emphases on what might be termed practical, process and/or professional forms of relevance affect the experiences and aspirations of learners of mathematics. We consider whether an emphasis on practical relevance in schools serving relatively disadvantaged communities might aid the reproduction of students’ social position. This leads us to suggest that a fourth category of curriculum relevance – political relevance – is largely missing from classrooms.

Item Type: Article
RIS ID: https://nottingham-repository.worktribe.com/output/706742
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Curriculum Journal on 08/09/2010, available online: http://www.tandfonline.com/10.1080/09585176.2010.504573
Keywords: A level, mathematics education, mixed methods, participation, relevance
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/09585176.2010.504573
Depositing User: Noyes, Andrew
Date Deposited: 08 Dec 2014 00:19
Last Modified: 04 May 2020 16:29
URI: https://eprints.nottingham.ac.uk/id/eprint/27787

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