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Anyone for tennis? Social class differences in children’s responses to national curriculum mathematics testing. (English)
Sociol. Rev. 46, No. 1, 115-148 (1998).
The paper draws on preliminary results from an ESRC project which is examining National Curriculum assessment in mathematics for 10‒11 and 13‒14 year-old children in relation to class, gender and ‘ability’. The paper examines the ways in which children from different sociocultural backgrounds approach assessment items which embed mathematics in supposedly ‘realistic’ contexts. Early data from the Key Stage 2 sample of 10‒11 year olds will be presented which shows that there does seem be a social class effect in the response of children to ‘realistic’ items ‒ one which leads to some working class children failing to demonstrate competences they have. The paper uses quantitative and qualitative methods, relating its findings to Basil Bernstein’s account of sociocultural codes ‒ in particular his theorising of the social distribution of recognition and realistion rules for reading educational contexts ‒ and to Bourdieu’s theorising of habitus. (Abstract)
Classification: C63
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