Mathieson, R orcid.org/0000-0002-6272-5088 and Homer, M orcid.org/0000-0002-1161-5938 (2022) “I was told it would help with my Psychology.” Do post-16 Core Maths qualifications in England support other subjects? Research in Mathematics Education, 24 (1). pp. 69-87. ISSN 1479-4802
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way |
Keywords: | Core Maths; post-16 curriculum; post-16 education policy; post-16 mathematics |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Funding Information: | Funder Grant number Nuffield Foundation EDU/42884 |
Depositing User: | Symplectic Publications |
Date Deposited: | 28 Jul 2021 14:40 |
Last Modified: | 11 Mar 2023 13:45 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/14794802.2021.1959391 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:176377 |