Examinations at 16+ are going through major changes at
the present time with the introduction of the GCSE
examinations. Coursework is being intrcduced into these
syllabuses, and although it does not becane compulsory
until 1991, mathematics teachers must prepare very
carefully for the time ahead.
I propose to examine the ideas of coursework more
fully. Why we should include courswork, what syllabuses
are available and what types of coursework they are
recommending. Once the requirements have been explored I
will be identifying changes in the organisation of the
classroom and looking to see how assessment in mathmatics
may change in the future.
Coursework must be seen to provide a worthwhile
learning experience for the pupils, and it must provide
the Examination Groups with reliable information as to the
abilities of the pupils. This is so obvious that we may
not give sufficient consideration to the problems that it
may cause; I will be examining examples of coursework to
see how they stand up to this.
A Master's Dissertation submitted in partial
fulfilment of the requirements for the award of
the degree of M.Sc. in Mathematical Education of
the Loughborough University of Technology,