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Varying the approach to A-level mathematics

Published online by Cambridge University Press:  22 September 2016

Doug French
Doug French*
Affiliation:
School of Education, University of Hull
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Extract

Much debate about A-level mathematics centres on organisational, assessment and content issues, whilst another major focus of interest concerns the role of the microcomputer in the sixth form classroom. Many of these issues have been discussed at length in a recent article in the Gazette by Bibby [1], but he does also seek to draw attention to the rather limited success there has been in directing attention to the importance of “process” as well as “content” in A-level mathematics.

Information

Type
Research Article
Information
The Mathematical Gazette , Volume 75 , Issue 471 , March 1991, pp. 62 - 68
Copyright
Copyright © The Mathematical Association 1991

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References

1. Bibby, N., A-level mathematics: where next?, Math. Gaz. 73, 87–93 (1989).CrossRefGoogle Scholar
2. HMI, Mathematics in the sixth form. HMSO (1982).Google Scholar
3. HMI, Aspects of secondary education. HMSO (1979).Google Scholar
4. Cockcroft, W.H., Mathematics counts. HMSO (1982).Google Scholar
5. SMP 16 to 19, Mathematics. Cambridge University Press (to be published from 1991).Google Scholar
6. See, for example, Orton, A. (ed), Studies in mechanics learning. University of Leeds (1985).Google Scholar
7. ATM, Whatever next?, ATM (1988).Google Scholar
8. Fielker, D.S., Investigational work at A-level, Math. Gaz. 69, 5–8 (1985).CrossRefGoogle Scholar
9. French, D.W., Sums of squares and cubes, Mathematics in School, 19, 3, 34–37 (1990).Google Scholar