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On the relevance of the mathematics curriculum to young people

Sealey, Paula; Noyes, Andrew

Authors

Paula Sealey

Andrew Noyes andrew.noyes@nottingham.ac.uk



Abstract

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.

Journal Article Type Article
Publication Date Sep 8, 2010
Journal Curriculum Journal
Print ISSN 0958-5176
Electronic ISSN 0958-5176
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 21
Issue 3
APA6 Citation Sealey, P., & Noyes, A. (2010). On the relevance of the mathematics curriculum to young people. Curriculum Journal, 21(3), doi:10.1080/09585176.2010.504573
DOI https://doi.org/10.1080/09585176.2010.504573
Keywords A level, mathematics education, mixed methods, participation, relevance
Publisher URL http://www.tandfonline.com/10.1080/09585176.2010.504573
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis Group in Curriculum Journal on 08/09/2010, available online: http://www.tandfonline....80/09585176.2010.504573

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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