“I was told it would help with my Psychology”: Do post-16 Core Maths qualifications in England support other subjects?

Mathieson, Rachel; Homer, Matt

doi:10.1080/14794802.2021.1959391

Cited by 3 publications

(1 citation statement)

References 20 publications

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“…Learning transfer research has long since abandoned the idea of knowledge or skills being transferred automatically between contexts (Lobato & Hohensee, 2021), while the communities of practice perspective suggest that students moving between different subjects are experiencing distinct subject-based practices (Wenger, 1998). This could shed light on the recent negative finding that the applied mathematics learnt as part of Core Maths qualifications does not improve students' attainment in quantitative A-level subjects such as Psychology and Geography (Mathieson & Homer, 2021).…”

Section: Overlapping and Non-overlapping Mathematicsmentioning

confidence: 99%

Mapping mathematical competences across subjects for advanced level qualifications in England

Norris

Noyes

2023

The Curriculum Journal

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Efforts to increase the number of young people in England studying mathematics post‐16 have historically focused on participation in standalone mathematics qualifications. However, following the recent A‐level reforms, many advanced level students are engaging with some form of mathematics through the mathematical content now formally embedded within other subjects. To offer a more comprehensive view of the mathematics being learned post‐16 we present a framework analysis of the subject content documents of the 19 A‐level subjects with a required quantitative component, using a recently developed framework of General Mathematical Competences (GMCs). Results are visualised as maps showing the presence of GMC sub‐competences for individual A‐level subjects and combinations of subjects. The application of the GMC framework in this new context provides a much‐needed common language for cross‐curricular discussion of the types of mathematics present in different subjects, with implications for interdisciplinary mathematics learning and curriculum alignment between post‐16 and higher education across the disciplines. In addition, the framework highlights the non‐binary nature of mathematics participation, calling into question what counts as participating in mathematics in the post‐16 phase.

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Section: Overlapping and Non-overlapping Mathematicsmentioning

confidence: 99%

Mapping mathematical competences across subjects for advanced level qualifications in England

Norris

Noyes

2023

The Curriculum Journal

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The influence of students’ prior numeracy achievement on later numeracy achievement as a function of gender and year levels

Getenet

2023

Math Ed Res J

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Students’ prior achievements in school have significant correlations with their later achievements. Specifically, students’ prior numeracy achievement is the most important predictor of later numeracy success. However, the assessment of this predictor across gender and its trend across students’ year levels is often overlooked or not adequately investigated. This study examined the relationships between prior numeracy achievement and its influence on students’ later numeracy achievement across gender. A focus on students’ year level also supported this examination. The data source was the Australian National Assessment Program—Literacy and Numeracy (NAPLAN) numeracy results of Years 5, 7 and 9 students (ages 9 to 14) from the 2017 to 2021 test years. The NAPLAN numeracy scores were analysed using regression analysis. The author examined prior numeracy achievement to determine the predictive value for students’ numeracy performance in NAPLAN across students’ year levels and gender. Findings from this study indicate that prior NAPLAN numeracy results for students were found to be very large in its predictive value (between R2 = .591 and .747) across the year levels. Notably, the predictive value showed an increasing pattern as students progressed through their academic years. Additionally, the study observed a discernible influence of gender on the predictive value of prior numeracy results. Potential initiatives to assist the educational outcomes of students across gender are discussed. Awareness of the influence of numeracy performance across gender might help teachers and educators create better and more efficient mathematics programs and targeted interventions. Such a decision requires identifying the relevant factors and measuring their degree of influence across students’ year levels and gender.

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The Involvement of Learning Mathematics Via Teachers’ Autonomy Support and The Fulfilment of Basic Psychological Needs

Thahır,

Wahyuni,

Riwayati

2024

Türk Psikolojik Danışma Ve Rehberlik Dergisi

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Mathematics is one of the compulsory subjects for high school students in Indonesia. However, not many of them like mathematics. Students’ low learning engagement in mathematics is affected by the social contexts of friends, teachers, and parents and the fulfilment of the students’ basic psychological needs. Teachers’ autonomy support to improve students’ engagement is essential, especially in mathematics learning. This research was aimed at looking into the roles of the fulfilment of basic psychological needs as the element mediating teacher autonomy support and student engagement. The number of respondents of this research was 102. They were students of various high schools in Indonesia. The instruments were the autonomy support scale for measuring the teachers’ autonomy support, the “feeling I have” scale for measuring the fulfilment of basic psychological needs, and the engagement scale for measuring the students’ engagement. The employed analysis technique was the simple mediation model analysis. The results of this study indicate the partial mediation of the fulfilment of basic psychological needs between the teachers’ autonomy support and the student’s engagement. This finding implies that teachers should understand better that every student has basic psychological needs which can be fulfilled through teacher autonomy support, which, in turn, leads to learning engagement.

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“I was told it would help with my Psychology”: Do post-16 Core Maths qualifications in England support other subjects?

Cited by 3 publications

References 20 publications

Mapping mathematical competences across subjects for advanced level qualifications in England

Mapping mathematical competences across subjects for advanced level qualifications in England

The influence of students’ prior numeracy achievement on later numeracy achievement as a function of gender and year levels

The Involvement of Learning Mathematics Via Teachers’ Autonomy Support and The Fulfilment of Basic Psychological Needs

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