Abstract
The authors of this paper are part of one of the teams funded by The Qualifications and Curriculum Authority (QCA) to research pathways in mathematics for the 14–19 age group. Apart of their work has been to examine the concept of functional mathematics and attempt to define it. The paper sets out the origins of the phrase, the problems that the concept is called upon to address and previous solutions to these problems. Through the lessons drawn from these previous solutions the paper attempts to give meaning to the concept of functional mathematics.
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