id: 06540196
dt: a
an: 2016b.00874
au: Julie, Cyril
ti: Learners’ dealing with a financial applications-like problem in a
high-stakes school-leaving mathematics examination.
so: Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education
research and practice. Cultural, social and cognitive influences. Cham:
Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook).
International Perspectives on the Teaching and Learning of Mathematical
Modelling, 477-486 (2015).
py: 2015
pu: Cham: Springer
la: EN
cc: M34 D64 D54
ut: modeling; school-leaving examination; assessment; financial mathematics
ci:
li: doi:10.1007/978-3-319-18272-8_40
ab: Summary: Research of students’ ways of working with modelling and
applications-like problems in time-restricted examinations is rare.
Using ideas and notions from ethnomethodology and the sociological
study of work in science, the actual scripts of examinees were analysed
to tease out the examinees’ ways of working with a modelling and
applications-like problem in a high-stakes school-leaving examination.
The analysis was anchored around the various agencies exerted by
elements present in the context of high-stakes school-leaving
examinations. Three ways of working which characterised the
candidates’ ways of working are focused on. It is demonstrated how
the prevailing contexts of writing high-stakes examinations exercised
agency for these ways of working. The pragmatic value of analysis of
this nature is recommended.
rv: