Managing learning trajectories: the case of 14-19 mathematics
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 univer...
| Main Authors: | , |
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| Format: | Article |
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Taylor and Francis Group
2011
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| Online Access: | https://eprints.nottingham.ac.uk/27786/ |
| _version_ | 1848793439052759040 |
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| author | Noyes, Andrew Sealey, Paula |
| author_facet | Noyes, Andrew Sealey, Paula |
| author_sort | Noyes, Andrew |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:00:19Z |
| format | Article |
| id | nottingham-27786 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:00:19Z |
| publishDate | 2011 |
| publisher | Taylor and Francis Group |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-277862020-05-04T16:31:39Z https://eprints.nottingham.ac.uk/27786/ Managing learning trajectories: the case of 14-19 mathematics Noyes, Andrew Sealey, Paula 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. Taylor and Francis Group 2011-11-25 Article PeerReviewed Noyes, Andrew and Sealey, Paula (2011) Managing learning trajectories: the case of 14-19 mathematics. Educational Review, 63 (2). pp. 179-193. ISSN 0013-1911 mathematics department leaders curriculum teaching learner progression 14–19 year olds http://www.tandfonline.com/10.1080/00131911.2010.534768 doi:10.1080/00131911.2010.534768 doi:10.1080/00131911.2010.534768 |
| spellingShingle | mathematics department leaders curriculum teaching learner progression 14–19 year olds Noyes, Andrew Sealey, Paula Managing learning trajectories: the case of 14-19 mathematics |
| title | Managing learning trajectories: the case of 14-19 mathematics |
| title_full | Managing learning trajectories: the case of 14-19 mathematics |
| title_fullStr | Managing learning trajectories: the case of 14-19 mathematics |
| title_full_unstemmed | Managing learning trajectories: the case of 14-19 mathematics |
| title_short | Managing learning trajectories: the case of 14-19 mathematics |
| title_sort | managing learning trajectories: the case of 14-19 mathematics |
| topic | mathematics department leaders curriculum teaching learner progression 14–19 year olds |
| url | https://eprints.nottingham.ac.uk/27786/ https://eprints.nottingham.ac.uk/27786/ https://eprints.nottingham.ac.uk/27786/ |