On the relevance of the mathematics curriculum to young people

Sealey, Paula; Noyes, Andrew

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.

Citation

Sealey, P., & Noyes, A. (2010). On the relevance of the mathematics curriculum to young people. Curriculum Journal, 21(3), https://doi.org/10.1080/09585176.2010.504573

• Journal Article Type: Article
• Publication Date: Sep 8, 2010
• Deposit Date: Dec 8, 2014
• Publicly Available Date: Dec 8, 2014
• Journal: Curriculum Journal
• Print ISSN: 0958-5176
• Electronic ISSN: 1469-3704
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 21
• Issue: 3
• DOI: https://doi.org/10.1080/09585176.2010.504573
• Keywords: A level, mathematics education, mixed methods, participation, relevance
• Public URL: https://nottingham-repository.worktribe.com/output/706742
• Publisher URL: http://www.tandfonline.com/10.1080/09585176.2010.504573
• 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.com/10.1080/09585176.2010.504573