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Abstract
Mathematical discourse is often described as abstract and devoid of human presence, yet many school curricula espouse an aim to develop active, creative mathematical problem posers and solvers. The project The Evolution of the Discourse of School Mathematics(EDSM) developed an analytic scheme to investigate the nature of school mathematics discourse through the lens of high-stakes examinations in England. Following an overview of the scheme, this article ‘zooms in’ on the development of the sub-component addressing the question of how the origin of mathematical knowledge is construed, allowing investigation of the potential for students to see a role for themselves as active, creative agents in mathematical practices. Analytical tools operationalising this component are presented and their application illustrated. Results of analysis of examinations over a period of three decades suggest some increase in human agency, though some other aspects characteristic of higher-level mathematics may have reduced.
Acknowledgements
The examination questions shown in , and are included by kind permission of Pearson Education Ltd.
The examination questions shown in and included by kind permission of Oxford Cambridge and RSA (OCR) Examinations.
Notes
1. The pronoun you was found in general rubrics instructing students how to engage with the examination process (e.g. You must show all your working) but these parts of the examination texts were excluded from the analysis of the form of mathematical discourse.