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Learners’ Dealing with a Financial Applications-Like Problem in a High-Stakes School-Leaving Mathematics Examination

  • Cyril JulieEmail author
Part of the International Perspectives on the Teaching and Learning of Mathematical Modelling book series (IPTL)

Abstract

Research of students’ ways of working with modelling and applications-like problems in time-restricted examinations is rare. Using ideas and notions from ethnomethodology and the sociological study of work in science, the actual scripts of examinees were analysed to tease out the examinees’ ways of working with a modelling and applications-like problem in a high-stakes school-leaving examination. The analysis was anchored around the various agencies exerted by elements present in the context of high-stakes school-leaving examinations. Three ways of working which characterised the candidates’ ways of working are focused on. It is demonstrated how the prevailing contexts of writing high-stakes examinations exercised agency for these ways of working. The pragmatic value of analysis of this nature is recommended.

Keywords

Polynomial Algebra Mathematical Work School Mathematics Curriculum Outcome Amount Question Paper 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgement

This research is supported by the National Research Foundation under Grant number 77941. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views the National Research Foundation.

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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.School of Science and Mathematics EducationUniversity of the Western CapeBellvilleSouth Africa

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