"I Was Told It Would Help with My Psychology": Do Post-16 Core Maths Qualifications in England Support Other Subjects?

Autor/inn/en	Mathieson, Rachel; Homer, Matt
Titel	"I Was Told It Would Help with My Psychology": Do Post-16 Core Maths Qualifications in England Support Other Subjects?
Quelle	In: Research in Mathematics Education, 24 (2022) 1, S.69-87 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mathieson, Rachel) ORCID (Homer, Matt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2021.1959391
Schlagwörter	Foreign Countries; Mathematics Education; Mathematics Curriculum; Student Participation; Mathematics Skills; Educational Policy; Secondary School Students; Student Attitudes; Mathematics Teachers; Teacher Attitudes; Qualifications; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Politics of education; Bildungspolitik; Sekundarschüler; Schülerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Qualifikation; Qualifikationsstufe
Abstract	Continuing to study mathematics throughout schooling is considered important in most developed countries, where mathematics is incorporated within the curriculum until school-leaving age. By comparison, in England, relatively few post-16 (upper secondary) students study mathematics once it becomes optional. Core Maths qualifications, introduced in England in 2014, are intended to help increase post-16 mathematics participation. This paper uses data from a three-year, mixed-methods, longitudinal study to investigate a perceived benefit of the qualifications: the support Core Maths might give to other curriculum subjects in post-16 students' programmes. Amongst teachers and students, we find a widespread conviction that studying Core Maths benefits students' other subjects contemporaneously, whilst in national data from Core Maths students we find no evidence yet of enhanced examination attainment in other qualifications. We suggest that Core Maths impacts positively on students in ways which could be more usefully, and accurately, emphasised in promoting the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01