There has for some years been a growing concern about participation in university-entrance level mathematics in England and across the developed world. Extensive statistical analyses present the decline but offer little to help us understand the causes. In this paper we explore a concern which cannot be explored through national datasets, namely the retention of mathematics students on Advanced level mathematics courses. Drawing on survey data from fifteen secondary schools in the Midlands of England, we examine subject differences in decisions to study, withdraw from, and continue in a range of A level subjects. Not only is the rate of attrition from mathematics higher than most other subjects, but there are substantial differences between schools. In order to explore this high rate of attrition further we consider one school -Queensbury Park -in which a large proportion of students decided not to continue with their study of mathematics from year 12 to 13. Drawing on performance data and focus group interviews we explore some of the reasons for the students' decisions.

A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.For more information, please contact eprints@nottingham.ac.uk 1 On the relevance of the mathematics curriculum to young people Paula Sealey & Andrew Noyes AbstractIn this paper we draw upon focus group data from a large study of learner trajectories through 14-19 mathematics education to think about the notion of relevance in the mathematics curriculum. Drawing on data from three socially distanced sites we explore how different emphases on what might be termed practical, process and/or professional forms of relevance affect the experiences and aspirations of learners of mathematics.We consider whether an emphasis on practical relevance in schools serving relatively disadvantaged communities might aid the reproduction of students' social position. This leads us to suggest that a fourth category of curriculum relevance -political relevanceis largely missing from classrooms.

In this paper we explore how mathematics department leaders manage curriculum (what is taught), teaching (how it is taught) and learner progression (what results) for 14-19 year olds. The background to the study is a range of national, and international, concerns about participation rates in university entrance level mathematics. Given the recommendation of the Smith Report (2004) that new pathways models be developed for 14-19 mathematics, this paper explores some of the strategies employed, and issues faced, by schools as they seek to maximise attainment and participation in mathematics. Following a thematic analysis of data from interviews with heads of department in fifteen schools we look in more depth at one school to see how it manages the mathematics learning trajectories of young people. The theme of performativity is all pervasive.