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Abstract
In the light of new post-16 mathematics qualifications (Free Standing Mathematics Qualifications) and their associated curriculum innovation, we report a case study that illustrates how the implementation of new qualifications in a sixth form college affects a teacher's classroom practices and her students’ perceptions of, and attitudes to, mathematics. In discussing the background to, and context of, the curriculum development at the centre of this case study, we highlight the current importance of such innovation to policy makers who are seeking to develop this area of the mathematics qualifications framework. Our findings suggest that these new qualifications, as implemented in this particular case, can effect the changes that were originally desired. However, we conclude that there is a need for further substantial research that builds on this study if proposed changes to post-14 qualifications in mathematics are to be informed by knowledge of how such innovation may be successfully implemented more widely.