WIDENING AND INCREASING POST-16 MATHEMATICS PARTICIPATION: PATHWAYS, PEDAGOGIES AND POLITICS |
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| Authors: | Andrew Noyes Geoff Wake Pat Drake |
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| Institution: | (1) Fac. de Sciences et de Technologie, Univ. Paris-Est, Paris, France;(2) Inst.f. Didaktik der Mathematik (IDM), Justus-Liebig-Universitaet Giessen, Giessen, Germany |
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| Abstract: | 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. |
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