Exploring social patterns of participation in university-entrance level mathematics in England

By Andrew Noyes. 2009

51 citations recorded by the source corpus.

In recent years in England, considerable attention has been given to a range of apparent crises in mathematics education, one of which has been the long term decline of participation in university-entrance level (Advanced or A level) mathematics. Given the negative impact upon mathematics participation of a national reform of Advanced level qualifications, commonly known as Curriculum 2000, together with the government's emphasis on science, technology engineering and mathematics (STEM), the political intent to increase participation in Advanced level mathematics is clear. This paper uses the National Pupil Database (NPD) to develop a descriptive statistical account of how completion of Advanced level mathematics varies along the social axes of socioeconomic status, ethnicity and gender. The process of working with the NPD is discussed in some depth in order to clarify the processes involved in this type of quantitative analysis and then to illustrate how such analyses can be used to raise questions about who is studying mathematics in the post-16 age-range.

Subfields: Education, Experimental and Cognitive Psychology, Modeling and Simulation

View Paper: https://www.semanticscholar.org/paper/b7abf9d135ac259765bf0fd7f068be4eb771d234

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

  1. Geoffrey Kent
  2. Lori Altendorff
  3. Jo Boaler
  4. Luis A. Leyva
  5. Melissa S. Gresalfi
  6. Catherine Attard
  7. Alan H. Schoenfeld
  8. David Stinson

In Experimental and Cognitive Psychology

  1. Jo Boaler

In Modeling and Simulation

  1. Jo Boaler

Citations in the corpus