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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8819

Title: Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding
Authors: Hernandez-Martinez, Paul
Williams, Julian
Black, Laura
Davis, Pauline
Pampaka, Maria
Wake, Geoff
Keywords: Mathematics coursework
Student-centred activity
Understanding
Issue Date: 2011
Publisher: Taylor & Francis (Routledge) © 2011 British Society for Research into Learning Mathematics
Citation: HERNANDEZ-MARTINEZ, P., WILLIAMS, J., BLACK, L. ... et al., 2011. Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding. Research in Mathematics Education, 13 (2), pp. 197-212.
Abstract: We seek to illuminate reasons why undertaking mathematics coursework assessment as part of an alternative post-compulsory, pre-university scheme led to higher rates of retention and completion than the traditional route. We focus on the students’ experience of mathematical activity during coursework tasks, which we observed to be qualitatively different to most of the other learning activities observed in lessons. Our analysis of interviews found that these activities offered: (i) a perceived greater depth of understanding; (ii) motivation and learning through modelling and use of technology; (iii) changes in pedagogies and learning activities that supported student-centred learning; and (iv) assessment that better suited some students. Teachers’ interviews reinforced these categories and highlighted some motivational aspects of learning that activity during coursework tasks appears to provide. Thus, we suggest that this experience offered some students different learning opportunities, and that this is a plausible factor in the relative success of these students.
Description: This article was published in the journal, Research in Mathematics Education [Taylor & Francis (Routledge) © British Society for Research into Learning Mathematics] and the definitive version is available at: http://dx.doi.org/10.1080/14794802.2011.585830
Version: Accepted for publication
DOI: 10.1080/14794802.2011.585830
URI: https://dspace.lboro.ac.uk/2134/8819
Publisher Link: http://dx.doi.org/10.1080/14794802.2011.585830
Appears in Collections:Published Articles (Mathematics Education Centre)

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