Investigating Changes in High-Stakes Mathematics Examinations: A Discursive Approach

Autor/inn/en	Morgan, Candia; Sfard, Anna
Titel	Investigating Changes in High-Stakes Mathematics Examinations: A Discursive Approach
Quelle	In: Research in Mathematics Education, 18 (2016) 2, S.92-119 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2016.1176596
Schlagwörter	Discourse Analysis; Mathematics Tests; High Stakes Tests; Foreign Countries; Semiotics; Comparative Analysis; Mathematics Instruction; Mathematics Education; Educational Change; Achievement Tests; Elementary Secondary Education; International Assessment; Science Achievement; Science Tests; Mathematics Achievement; Secondary School Students; United Kingdom (England); Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Diskursanalyse; Ausland; Semiotik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Bildungsreform; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler
Abstract	This article focuses on the theoretical-methodological question of how to identify reform-induced changes in school mathematics. The issue arose in our project The Evolution of the Discourse of School Mathematics (EDSM), in which we studied transformations in high-stakes examinations taken by students in England at the end of compulsory schooling. We have adopted a conceptualisation that draws on social semiotics and on a communicational approach, according to which school mathematics can be thought of as a discourse. Methods of comparing examinations of different years developed on the basis of this definition enable identification of subtle disparities that are nevertheless significant enough to make an important difference in students' vision of mathematics, in their performance and, eventually, in their ability to cope with problems that can benefit from the use of mathematics. In this article, we present these methods and argue that they have wider application for comparative studies of school mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01