Paradigmatic conflicts in informal mathematics assessment as sources of social inequity

Educational Review

Volumn 51, Issue 2, 1999, Pages 105-115

  Watson, Anne ^a  

^a UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033145374     PISSN: 00131911     EISSN: None     Source Type: Journal    
DOI: 10.1080/00131919997551     Document Type: Article

References (28)

1. BERNSTEIN, B. (1990) The Structuring of Pedagogic Discourse (London, Routledge).
2. BOALER, J. (1997) Experiencing School Mathematics: teaching styles, sex and setting (Buckingham, Open University Press).
3. BROWN, M. (1993) Clashing epistemologies: the battle for control of the National Curriculum and its assessment, Teaching Mathematics and its Applications, 12, pp. 97-112.
4. COOPER, B. & DUNNE, M. (1998) Social class, gender, equity and National Curriculum tests in mathematics, in: P. GATES (Ed.) Proceedings of the First International Mathematics Education and Society Conference (Nottingham, University of Nottingham).
5. CRESSWELL, M.J. & HOUSTON, J.G. (1989) Assessment of the National Curriculum: some fundamental considerations, Educational Review, 43, pp. 63-78.
6. DEPARTMENT FOR EDUCATION (DfE) (1995) Mathematics in the National Curriculum (London, HMSO).
7. DUNNE, M. (1994) The construction of ability: a critica' exploration of mathematics teachers' accounts, unpublished PhD thesis, University of Birmingham.
8. ERNEST, P. (1990) The Philosophy of Mathematics Education (London, Falmer).
9. ERNEST, P. (1998) Social Constructivism as a Philosophy of Mathematics (Albany, SUNY).
10. GAGE, N.L. (1989) The paradigm wars and their aftermath: a 'historical' sketch of research on teaching since 1989, Teachers College Record, 91, pp. 135-150.
11. GIPPS, C. (1994) Beyond Testing: towards a theory of educational assessment (London, Falmer).
12. JAWORSKI, B. (1994) Investigating Mathematics Teaching: a constructivist enquiry (London, Falmer).
13. JAWORSKI, B. & PHILLIPS, D. (Eds) (1999) Comparing Students Internationally: research on practice in mathematics and beyond (Wallingford, Symposium Books).
14. LAWTON, D. (1993) Political parties, ideology and the National Curriculum, Educational Review, 45, pp. 111-118.
15. LERMAN, S. (1994) Changing focus in the mathematics classroom, in: S. LERMAN (Ed.) Cultural Perspectives on the Mathematics Classroom (Dordecht, Kluwer).
16. LORENZ, J.H. (1982) On some psychological aspects of mathematics achievement assessment and classroom interaction, Educational Studies in Mathematics, 13, pp. 1-19.
17. NASH, R. (1976) Teacher Expectations and Pupil Learning (London, RKP).
18. NICKSON, M. (1994) The culture of the mathemat cs classroom, in: S. LERMAN (Ed.) Cultural Perspectives on the Mathematics Classroom (Dordecht, Kluwer).
19. OFSTED (1994) Science and Mathematics in Schools: a review (London, HMSO).
20. RUTHVEN, K. (1987) Ability stereotyping in mathematics, Educational Studies in Mathematics, 18, pp. 243-253.
21. SCOTT-HODGETTS, R. (1986) Girls and mathematics: the negative implications of success, in: L. BURTON (Ed.) Girls into Mathematics (Cambridge, Cambridge University Press).
22. STEINER, H.G. (1987) Philosophical and epistemological aspects of mathematics and their interaction with theory and practice in mathematics education, For the Learning of Mathematics, 7, pp. 7-13.
23. THOM, R. (1973) Modern mathematics: does it exist?, in: A.G. HOWSON (Ed.) Developments in Mathematical Education (Cambridge, Cambridge University Press).
24. THOMPSON, A.G. (1992) Teachers' beliefs and conceptions: a synthesis of research, in: D.A. GROUWS (Ed.) Handbook of Research on Mathematics Teaching and Learning (New York, Macmillan).
25. TIMSS (1997) Third International Mathematics and Science Study: mathematics achievement in the middle school years (Chestnut Mill, Ma., TIMSS).
26. WALKERDINE, V. (1984) Developmental psychology and the child-centred pedagogy: the insertion of Piaget into early education, in: J. HENRIQUES (Ed.) Changing the Subject: psychology, social regulation and subjectivity (London, Methuen).
27. WATSON, A. (1996) Teachers' notions of mathematical ability in their pupils, Mathematics Education Review, 8, pp. 27-35.
28. WATSON, A. (1998) Potential sources of inequity in teachers' informal judgements about mathematics, in: P. GATES (Ed.) Proceedings of the First International Mathematics Education and Society Conference, Nottingham, September.