The Impact of GCSE Maths Reform on Progression to Mathematics Post-16

Autor/inn/en	Rodeiro, Carmen Vidal; Williamson, Joanna
Titel	The Impact of GCSE Maths Reform on Progression to Mathematics Post-16
Quelle	In: Research Matters, (2023) 36, S.25-45 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-6031
Schlagwörter	Foreign Countries; Exit Examinations; Secondary School Students; Mathematics Tests; Educational Change; Grades (Scholastic); Mathematics Achievement; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Final examination; Abschlussprüfung; Sekundarschüler; Bildungsreform; Notenspiegel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	In England, GCSE (General Certificate of Secondary Education) qualifications offered to students aged 14-16 were recently reformed. For mathematics specifically, the new GCSE aimed to be more demanding, provide greater challenge for the most able students, and support progression to post-16 mathematics. However, there have been concerns that the new GCSE could deter students from further education in the subject and, to date, there has been little research on its impact on participation in and learning of mathematics post-16. This research compared progression to and performance in post-16 mathematics pre- and post-GCSE reform and found that, contrary to fears about reduced uptake, progression generally increased following the reform. In particular, the increase was higher among those who achieved top grades in their mathematics GCSE than for students with just a pass. Performance in post-16 mathematics was, in contrast to teacher expectations, lower post-reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01