Discussing perception, determining provision: teachers' perspectives on the applied options of A-level mathematics

Abstract

One-third of the current A-level mathematics curriculum is determined by choice, constructed out of 'applied mathematics' modules in mechanics, statistics and decision mathematics. Although this choice arguably involves the most sizeable instance of choice in the current English school mathematics curriculum, and it has a significant impact on students' post-compulsory study of mathematics, it is not well understood how this choice is navigated. This article explores how mathematics teachers perceive each of these three areas of applied mathematics, how widely each of the modules is offered and in what ways perception might be connected to provision. Data from an online questionnaire and follow-up interviews demonstrate that teachers are influenced by a wide range of factors, including strategic concerns and views on the relative worth of each strand. The results also highlight the presence of inertia in centres' provision. In this way, this article offers some insight into current perception and provision of applied mathematics in England, and speaks to contemporary debates about curriculum content and reform. It argues that students' exposure to the powerful utility of mathematics is often unhelpfully steered or limited at a critical point in their education.

A moderated mediation analysis on the relationship between metacognition and mathematical resilience of gifted students

“…It is almost impossible to present students in a way that they can learn and implement mathematics without any problems. It can be said that students who do not encounter challenges while learning mathematics will be unprepared for situations that require effort and will not be able to perform the struggle that is a part of learning (Ward‐Penny et al, 2011). Students who encounter less challenging tasks will not be able to reach the achievements of the curriculum sufficiently.…”

Data Analysis and Critical Thinking Skills Training for Teachers – the Welsh Baccalaureate

“…Perceptions relating to the content and teaching of statistics in the UK reveal a general antipathy to the subject and lack in confidence of skills in problem solving, critical thinking and relational understanding (Skemp, 1976;Kitchen, Savage, & Williams, 1997;Minards, 2012;Ward-Penny, Johnston-Wilder, & Johnston-Wilder, 2013;Cole, 2015). Views from teachers and students in the UK, obtained from several large-scale investigations into the usefulness and engaging nature of statistics within mathematics curricula, especially at A' level, suggest the qualification as a whole is seen to leave students underprepared.…”