id: 06109535
dt: a
an: 2012f.00386
au: Hernandez-Martinez, Paul; Williams, Julian
ti: Ethics, performativity and decision mathematics.
so: Joubert, M. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 28, No. 2. Proceedings of the day
conference, Southampton, UK, June 27, 2008 and of the New
Researcher’s day conference, Chichester, UK, June 26, 2008. London:
British Society for Research into Learning Mathematics (BSRLM). 43-48
(2008).
py: 2008
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: D34
ut: curriculum; upper secondary; evaluation; Great Britain
ci:
li:
ab: Summary: The spirit behind the incorporation of decision mathematics (and
discrete mathematics) into the A-level mathematics curriculum was that
of encouraging the creation of algorithms and problem solving. However,
some students and teachers tell us it is “boring" and not “proper"
maths. In order to have an insight into the role that decision
mathematics plays in the current programme of mathematics, we observed
some decision mathematics lessons and interviewed teachers and
departmental authorities. We found that decision mathematics in the
classroom involves the students being programmed to carry out the
algorithms, without any sense of “agency" in problem solving,
creating or evaluating algorithms, and with few significant connections
or applications of their pure maths. The decision mathematics option is
said by teachers to provide an “easy" way for students to gain marks,
and a “relaxing" module for them in contrast to core pure modules.
Performativity and the “league tables" culture of the education
system in Britain thus ensure that alternatives to decision mathematics
may not be considered an ‘equal’ option especially for weaker
students, whatever the needs of the students or the teachers’
professional beliefs and ethics.
rv: