Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics
This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation in advanced mathematical study through the creation of a new qualification for 16 to 18 year-olds. This proposed qualification pathway - Use of Mathematics - sits in par...
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| Format: | Article |
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Springer
2011
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| Online Access: | https://eprints.nottingham.ac.uk/27788/ |
| _version_ | 1848793439750062080 |
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| author | Noyes, Andrew Wake, Geoff Drake, Pat |
| author_facet | Noyes, Andrew Wake, Geoff Drake, Pat |
| author_sort | Noyes, Andrew |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation in advanced mathematical study through the creation of a new qualification for 16 to 18 year-olds. This proposed qualification pathway - Use of Mathematics - sits in parallel with long-established, traditional advanced level qualifications; what we call ‘traditional Mathematics’ herein. Traditional Mathematics is typically required for entry to mathematically demanding undergraduate programmes. The structure, pedagogy and assessment of Use of Mathematics is designed to better prepare students in the application of mathematics and its development has surfaced some of the tensions between academic/pure and vocational/applied mathematics. Here we explore what Use of Mathematics offers but we also consider some of the objections to its introduction in order to explore aspects of the knowledge-politics of mathematics education. Our evaluation of this curriculum innovation raises important issues for the mathematics education community as countries seek to increase the numbers of people that are well-prepared to apply mathematics in science and technology-based higher education courses and work places. |
| first_indexed | 2025-11-14T19:00:19Z |
| format | Article |
| id | nottingham-27788 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:00:19Z |
| publishDate | 2011 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-277882020-05-04T16:30:23Z https://eprints.nottingham.ac.uk/27788/ Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics Noyes, Andrew Wake, Geoff Drake, Pat This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation in advanced mathematical study through the creation of a new qualification for 16 to 18 year-olds. This proposed qualification pathway - Use of Mathematics - sits in parallel with long-established, traditional advanced level qualifications; what we call ‘traditional Mathematics’ herein. Traditional Mathematics is typically required for entry to mathematically demanding undergraduate programmes. The structure, pedagogy and assessment of Use of Mathematics is designed to better prepare students in the application of mathematics and its development has surfaced some of the tensions between academic/pure and vocational/applied mathematics. Here we explore what Use of Mathematics offers but we also consider some of the objections to its introduction in order to explore aspects of the knowledge-politics of mathematics education. Our evaluation of this curriculum innovation raises important issues for the mathematics education community as countries seek to increase the numbers of people that are well-prepared to apply mathematics in science and technology-based higher education courses and work places. Springer 2011-02-15 Article PeerReviewed Noyes, Andrew, Wake, Geoff and Drake, Pat (2011) Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics. International Journal of Science and Mathematics Education, 9 (2). pp. 483-501. ISSN 1571-0068 curriculum mathematics policy qualifications widening participation http://link.springer.com/article/10.1007/s10763-011-9281-4 doi:10.1007/s10763-011-9281-4 doi:10.1007/s10763-011-9281-4 |
| spellingShingle | curriculum mathematics policy qualifications widening participation Noyes, Andrew Wake, Geoff Drake, Pat Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics |
| title | Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics |
| title_full | Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics |
| title_fullStr | Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics |
| title_full_unstemmed | Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics |
| title_short | Widening and increasing post-16 mathematics participation: pathways, pedagogies and politics |
| title_sort | widening and increasing post-16 mathematics participation: pathways, pedagogies and politics |
| topic | curriculum mathematics policy qualifications widening participation |
| url | https://eprints.nottingham.ac.uk/27788/ https://eprints.nottingham.ac.uk/27788/ https://eprints.nottingham.ac.uk/27788/ |