On the relevance of the mathematics curriculum to young people
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 ter...
| Main Authors: | , |
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| Format: | Article |
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Taylor and Francis Group
2010
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| Online Access: | https://eprints.nottingham.ac.uk/27787/ |
| _version_ | 1848793439415566336 |
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| author | Sealey, Paula Noyes, Andrew |
| author_facet | Sealey, Paula Noyes, Andrew |
| author_sort | Sealey, Paula |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:00:19Z |
| format | Article |
| id | nottingham-27787 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:00:19Z |
| publishDate | 2010 |
| publisher | Taylor and Francis Group |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-277872020-05-04T16:29:46Z https://eprints.nottingham.ac.uk/27787/ On the relevance of the mathematics curriculum to young people Sealey, Paula Noyes, Andrew 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. Taylor and Francis Group 2010-09-08 Article PeerReviewed 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 A level mathematics education mixed methods participation relevance http://www.tandfonline.com/10.1080/09585176.2010.504573 doi:10.1080/09585176.2010.504573 doi:10.1080/09585176.2010.504573 |
| spellingShingle | A level mathematics education mixed methods participation relevance Sealey, Paula Noyes, Andrew On the relevance of the mathematics curriculum to young people |
| title | On the relevance of the mathematics curriculum to young people |
| title_full | On the relevance of the mathematics curriculum to young people |
| title_fullStr | On the relevance of the mathematics curriculum to young people |
| title_full_unstemmed | On the relevance of the mathematics curriculum to young people |
| title_short | On the relevance of the mathematics curriculum to young people |
| title_sort | on the relevance of the mathematics curriculum to young people |
| topic | A level mathematics education mixed methods participation relevance |
| url | https://eprints.nottingham.ac.uk/27787/ https://eprints.nottingham.ac.uk/27787/ https://eprints.nottingham.ac.uk/27787/ |