
06540196
a
2016b.00874
Julie, Cyril
Learners' dealing with a financial applicationslike problem in a highstakes schoolleaving mathematics examination.
Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education research and practice. Cultural, social and cognitive influences. Cham: Springer (ISBN 9783319182711/hbk; 9783319182728/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 477486 (2015).
2015
Cham: Springer
EN
M34
D64
D54
modeling
schoolleaving examination
assessment
financial mathematics
doi:10.1007/9783319182728_40
Summary: Research of students' ways of working with modelling and applicationslike problems in timerestricted 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 applicationslike problem in a highstakes schoolleaving examination. The analysis was anchored around the various agencies exerted by elements present in the context of highstakes schoolleaving examinations. Three ways of working which characterised the candidates' ways of working are focused on. It is demonstrated how the prevailing contexts of writing highstakes examinations exercised agency for these ways of working. The pragmatic value of analysis of this nature is recommended.