The history and development of mathematics examinations in New South Wales at the end of secondary schooling between 1788 and 2010

Curtis, SA

The history and development of mathematics examinations in New South Wales at the end of secondary schooling between 1788 and 2010

Curtis, SA

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Publication Type:: Thesis
Issue Date:: 2011

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Field	Value	Language
dc.contributor.author	Curtis, SA
dc.date.accessioned	2011-08-26T05:14:14Z
dc.date.accessioned	2012-12-15T03:53:38Z
dc.date.available	2011-08-26T05:14:14Z
dc.date.available	2012-12-15T03:53:38Z
dc.date.issued	2011
dc.identifier.uri	http://hdl.handle.net/10453/20385
dc.description	University of Technology, Sydney. Faculty of Arts and Social Sciences.
dc.description.abstract	This doctoral dissertation reviews the historical developments of education and mathematics examinations used in New South Wales at the end of secondary schooling from 1788 to 2010. A heuristic investigative process, using a manual application of quantitative content analysis was carried out. Time was used as an independent variable with an application of middle range theory to underpin the theoretical framework for this research. The hypothesis is that over an extended period of time, it would be reasonable to expect changes to the examination process due to the influence of factors such as historical and political events, curriculum developments, and changes in social values. The results indicate there was just one significant change identified in the early 1960s. Contrary to expectations, an analysis of the taxonomy of terms has shown that the majority of the questions were skills based and did not test logical thinking and reasoning. Apart from gender and racial equality, the style and the type of questions have not taken into account any other social changes. In view of the above the concluding chapter will suggest ways forward for educational research.	en
dc.format	Thesis (PhD)	en
dc.language.iso	en	en
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/20385/2/02Whole.pdf
dc.relation.replaces	http://hdl.handle.net/2100/1262
dc.rights	au.edu.uts.lib/ppc
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.subject	Examinations.	en
dc.subject	Mathematics.	en
dc.subject	High schools.	en
dc.subject	New South Wales.	en
dc.title	The history and development of mathematics examinations in New South Wales at the end of secondary schooling between 1788 and 2010	en
dc.type	Thesis
utslib.copyright.status	open_access

Abstract:

This doctoral dissertation reviews the historical developments of education and mathematics examinations used in New South Wales at the end of secondary schooling from 1788 to 2010. A heuristic investigative process, using a manual application of quantitative content analysis was carried out. Time was used as an independent variable with an application of middle range theory to underpin the theoretical framework for this research. The hypothesis is that over an extended period of time, it would be reasonable to expect changes to the examination process due to the influence of factors such as historical and political events, curriculum developments, and changes in social values. The results indicate there was just one significant change identified in the early 1960s. Contrary to expectations, an analysis of the taxonomy of terms has shown that the majority of the questions were skills based and did not test logical thinking and reasoning. Apart from gender and racial equality, the style and the type of questions have not taken into account any other social changes. In view of the above the concluding chapter will suggest ways forward for educational research.

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http://hdl.handle.net/10453/20385