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Abstract
We seek to illuminate reasons why undertaking mathematics coursework assessment as part of an alternative post-compulsory, pre-university scheme led to higher rates of retention and completion than the traditional route. We focus on the students’ experience of mathematical activity during coursework tasks, which we observed to be qualitatively different to most of the other learning activities observed in lessons. Our analysis of interviews found that these activities offered: (i) a perceived greater depth of understanding; (ii) motivation and learning through modelling and use of technology; (iii) changes in pedagogies and learning activities that supported student-centred learning; and (iv) assessment that better suited some students. Teachers’ interviews reinforced these categories and highlighted some motivational aspects of learning that activity during coursework tasks appears to provide. Thus, we suggest that this experience offered some students different learning opportunities, and that this is a plausible factor in the relative success of these students.
Acknowledgements
This research has been funded by the ESRC-TLRPFootnote10 under the project Keeping Open the Door to Mathematically-Demanding Further and Higher Education Programmes (RES-139-25-0241) and by the ESRC under the project Mathematics Learning, Identity and Educational Practice: the Transition into Post-compulsory Education (RES-000-22-2890). We would like to acknowledge their continued support.
Notes
1. A-level stands for ‘Advanced level’ which is a post-compulsory education qualification (normally taken at the age of 18) and the most frequent route into Higher Education. A-levels can be chosen from various academic and applied subjects (normally 3 or 4 depending on interests and future plans). It normally takes two years full-time to complete an A-level, and each one is made up of AS (Advanced Subsidiary – first year) and A2 (second year), each of which counts 50 percent of the overall A-level grade.
2. A Sixth Form College (or just college) is an educational institution in the UK where students typically study for advanced school qualifications at post-compulsory/pre-university level, such as A-levels or other vocational qualifications.
4. GCSE is the General Certificate of Secondary Education, and is the academic qualification awarded at the end of compulsory schooling in specified subjects, including mathematics and English.
5. At the time of the study there were three Mathematics GCSE tiers: Foundation, Intermediate and Higher. It was possible to attain a grade A*–D by sitting Higher tier examination papers, a grade B–E by sitting Intermediate tier papers and a grade D–G by sitting Foundation tier papers. However, since 2006 there are only two mathematics GCSE tiers: Foundation, where is possible to attain C–G grades, and Higher, where is possible to attain A*–D grades. Each paper examines material at the level appropriate to these grades, and the content includes topics in number and algebra, geometry, measures and statistics and probability.
6. All names (teachers and students) in this paper are pseudonyms.
7. BTEC stands for Business and Technical Education Council, and refers to the body that awards these vocational qualifications in different subjects.
8. UCAS, the Universities and Colleges Admissions Service, is the central organisation through which applications are processed for entry into Higher Education in the UK.
9. For more information see the ‘Transmaths’ project website: http://www.education.manchester.ac.uk/research/centres/lta/LTAResearch/transmaths/
10. The Educational and Social Economic Research Council (ESRC) is the UK's social research council that funds academic research in the social sciences, including Education. The ESRC, using university sponsorship, fund the Teaching and Learning Research Programme (TLRP) to conduct educational research in teaching and learning for over ten years in multiple phases, including one on Widening Participation in Higher Education in 2005–08. See http://www.tlrp.org