Reconsidering the rise in A-Level Mathematics participation

Noyes, Andrew; Adkins, Michael

doi:10.1093/teamat/hrv016

Cited by 9 publications

(7 citation statements)

References 19 publications

(21 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…of those with a C grade did so, creating a 'pipeline' of successful students flowing towards studying FM (Noyes and Adkins 2016). While attainment in A-level Mathematics is approximately the same in England and Wales it differs substantially in FM where Wales has an even higher proportion of A* grades than England.…”

Section: Graph 2: Percentages Of A-level Mathematics Students In Englmentioning

confidence: 99%

Choosing Further Mathematics

Tanner¹,

Lyakhova²,

Neate³

2016

WJE

View full text Add to dashboard Cite

Education in the UK is failing to provide the increases in the numbers of school-leavers with science and mathematics qualifications required by industry, business and the research community to assure the UK's future economic competitiveness" (The Royal Society, 2008, p17). Furthermore, the proportion of students in Wales following mathematics courses post 16 is lower than in England (GSR, 2014). In particular, although the situation has improved, fewer students in Wales choose to study for the Further Mathematics (FM) A-level. This paper explores the reasons behind student choices in studying mathematics between the ages of 16 and 18, with a particular focus on the FM A-level, in order to make recommendations about how to increase participation in FM. Phase One of the study used a questionnaire to access the opinions of students studying mathematically based courses in sixth forms and colleges to explore the reasons behind their choices and the factors influencing their progression in mathematics. In Phase Two, small focus groups of students in selected schools and colleges were interviewed to enrich the questionnaire data and provide further insight into their decisions. The study identified a lack of information from peers, siblings, parents and teachers about FM as a factor restricting choice. Current models of delivery contribute to the false perception that the FM A-level is harder than the Mathematics A-level and only suitable for the most talented mathematicians. We suggest: developing teachers' knowledge and skills so that whenever possible students can be offered FM as a fully timetabled subject; promoting FM to parents; and establishing student champions to encourage participation.

show abstract

Section: Graph 2: Percentages Of A-level Mathematics Students In Englmentioning

confidence: 99%

Choosing Further Mathematics

Tanner¹,

Lyakhova²,

Neate³

2016

WJE

View full text Add to dashboard Cite

show abstract

“…Consequently, though policies vary (Noyes, 2013), institutions typically only allow students with the highest prior attainment (e.g. GCSE grade A/A*, now 7/8/9) onto the course (Noyes & Adkins, 2016). Students with GCSE grade B/6 are not necessarily seen as well equipped for A‐level Mathematics (Brown et al , 2008), although in other subjects grade B/6, or even 5, would permit access to advanced‐level courses.…”

Section: Historical and Policy Contextmentioning

confidence: 99%

“…A‐level Mathematics is seen increasingly as the ultimate door‐opener to both HE and careers (Morgan, 2014; Taylor, 2014). The advantage of having A‐level Mathematics outstrips the advantages of having A‐levels at all: of all post‐16 qualifications, A‐level Mathematics has the greatest exchange value (Dilnot, 2016), which has been sustained over time (Noyes & Adkins, 2017), perhaps simply in possessing the qualification rather than in any mathematical or other skills developed through studying it. Students with Mathematics A‐level are much more likely than others to enter highly ranked universities, whether to study Mathematics or another subject (Dilnot, 2018).…”

Section: Historical and Policy Contextmentioning

confidence: 99%

‘Core Maths chooses you; you don't choose Core Maths’. The positioning of a new mathematics course within the post‐16 curriculum in England

Mathieson

Homer

Tasara

et al. 2020

The Curriculum Journal

View full text Add to dashboard Cite

A recent government move to increase numbers of students taking post‐16 (post‐compulsory) mathematics in England saw 2930 students being awarded the first Core Maths (CM) qualifications in 2016, the number rising to 9027 in 2019. This paper uses qualitative data, from a study investigating the successes and challenges of these new qualifications in their initial period of implementation, to explore perspectives on how the new qualification is being positioned within the existing post‐16 curriculum structure. First‐ and second‐order effects of the policy are considered, particularly in relation to the dichotomy between CM and the longstanding, highly academic, A‐level Mathematics. Our findings reveal a positive regard for many aspects of CM. However, the systemic processes by which certain students are manoeuvred onto the CM course, and the resulting opportunities for progression of those students, could be interpreted as restrictive, despite the benefits for students of new opportunities for pursuing mathematics study.

show abstract

“…The proportion of A-level Mathematics students who were also awarded A-level Further Mathematics increased from 11% in 2003 to 17% in 2016 in England and from 7% in 2010 to 13.5% in 2016 in Wales. In examining the general increase in participation in both mathematics A-levels, Noyes & Adkins (2016), noted a "pipeline" of high achieving students at GCSE Mathematics proceeding to study A-level mathematics and suggested that the improvements in participation rates in both A-level Mathematics and Further Mathematics could be the result of improvements in GCSE grades. However, this "pipeline" could also be seen to restrict participation to only those who had previously excelled at mathematics.…”

Section: Participation In Further Mathematicsmentioning

confidence: 99%

Further Mathematics, student choice and transition to university: part 1 - Mathematics degrees

Lyakhova

Neate

2018

Teaching Mathematics and Its Applications: An International Journal of the IMA

View full text Add to dashboard Cite

The transition from studying mathematics at school to university is known to be challenging for students. Given the desire to increase participation in science, technology, engineering and mathematics subjects at degree level, it is important to ensure that the school mathematics curriculum is providing suitable preparation for the challenges ahead, and yet remains both accessible and popular. This two-part study investigates student choices of studying the post-16 A-level Mathematics and Further Mathematics qualifications in the UK and their impact on the transition from school to university mathematics. Student opinions were accessed via a survey of undergraduate students and also individual interviews. This first part of the study considers the responses of mathematics undergraduate students and finds that both those who studied Further Mathematics and those who did not perceive studying Further Mathematics as advantageous for their degree courses. However, the advantages identified mostly relate to the familiarity with topics, while students still feel unprepared for studying more abstract and proof-based mathematics. The study found that some factors which may be beneficial for transition currently lie outside the mainstream school mathematics syllabus and include studying through blended learning provided by the Further Mathematics Support Programme, practicing more advanced extension exam papers and attending university outreach events. The choice of Further Mathematics is found to be influenced by the attitudes of the students, their teachers and their parents, to both mathematics as a subject and to Further Mathematics as a qualification as well as student perceptions of Further Mathematics and their plans in terms of degree and university choice.

show abstract

Reconsidering the rise in A-Level Mathematics participation

Cited by 9 publications

References 19 publications

Choosing Further Mathematics

Choosing Further Mathematics

‘Core Maths chooses you; you don't choose Core Maths’. The positioning of a new mathematics course within the post‐16 curriculum in England

Further Mathematics, student choice and transition to university: part 1 - Mathematics degrees

Contact Info

Product

Resources

About