GCSE Mathematics in transition: student performance, progression and the politics of change.
This symposium examines three key aspects of GCSE mathematics at the point when the latest curriculum and assessment changes are being implemented (September 2010) through a new Programme of Study and new style of assessment at GCSE. The symposium will draw on the findings and experiences from the Evaluating Mathematics Pathways (EMP) project which has been exploring the manageability and impact of a range of possible new mathematics qualification in the 14-19 age range since September 2007. The symposium will include three papers which map out the terrain at very different scales from patterns in the performance of students on GCSE papers, to more general issues of transition and progression in mathematics learning and the roles that schools/colleges play and, thirdly, an analysis of system change.
- Paper 1 explores how students who obtained GCSE grades A and C on the Higher tier pilot qualifications in 2009 performed on algebra items. Success in A level mathematics, the prerequisite for a wide range of mathematically demanding course in higher education, is heavily dependent upon algebraic facility so understanding the capability of typical GCSE students is of particular interest and importance. We draw on scripts from 100 students at each of these grades, sampled from a range of centres.
- Paper 2 explores the continuities and schisms in mathematics pathways at the KS4/Post-16 interface. Drawing upon a data collected from a large number of centre case studies and extensive survey data we explore changes to entry practices at GCSE and the ways in which schools support the transition to continued study of mathematics, whether at Advanced level or 'retaking' GCSE.
- Paper 3 explores some of the tensions and systemic challenges in discussing, designing and delivering changes to the GCSE mathematics. It will try to map out the field and examine how stakeholder and interest groups, as well as major education policies in the wider education system, tend to gridlock the system, thereby limiting potential for substantial change and improvements.
Following input from our discussant the symposium will leave plenty of time for discussion. The (mathematics) education research community is one of the stakeholder groups informing the evaluation which will conclude at the end of 2010.
(Click on an abstract title to view it in PDF format.)