Promoting participation and engagement in post-compulsory mathematics education for STEM
Lead Research Organisation:
University of Nottingham
Department Name: Sch of Education
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
Publications
Birgit Pepin (Author)
(2012)
Methodological issues in international and comparative mathematics education research
Black L
(2013)
Contradiction and conflict between 'leading identities': becoming an engineer versus becoming a 'good muslim' woman
in Educational Studies in Mathematics
Geoffrey Wake (Author)
(2011)
Dispositions, motivations, aspirations
Geoffrey Wake (Author)
(2012)
Developing a framework to understand mathematics at the teacher/learner interface
Hernandez-Martinez P
(2011)
Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding
in Research in Mathematics Education
Hernandez-Martinez P
(2011)
Students' views on their transition from school to college mathematics: rethinking 'transition' as an issue of identity
in Research in Mathematics Education
Hutcheson G
(2011)
Enrolment, achievement and retention on 'traditional' and 'Use of Mathematics' pre-university courses
in Research in Mathematics Education
Julian Williams (Author)
(2011)
What do we know about students and mathematics in transition?
Maria Pampaka (Author)
(2012)
Measuring pedagogies from secondary school to university and implications for mathematics education (in UK and abroad)
Maria Pampaka (Author)
(2013)
Measuring Alternative Learning Outcomes: Dispositions to study in Higher Education
in Journal of Applied Measurement
| Description | TransMaths project contribution to the mathematics curriculum review |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Impact | The Review of the National Curriculum in England (2011) reiterates our findings that problem-solving should be at the heart of the new mathematics curricula: "Indeed, there is a wider consensus amongst mathematics educators that conceptual understanding, procedural and factual fluency and the ability to apply knowledge to solve problems are all important and mutually reinforce each other." (DfE, 2011 pp 67) http://www.transmaths.org/publications/?details=72 |
| Description | Mathematical modelling and problem solving |
| Organisation | University of Leeds |
| Country | United Kingdom |
| Sector | Academic/University |
| PI Contribution | New cross-phase projects have been brokered developing new courses for students in learning through modelling and problem solving. Pilots courses have taken place in five universities. A linked schools pilot project has been set up and is being run (by MEI with funding from the Clothworkers Charity). This involves school/university links and innovative assessment under the GCE Extended Project Qualification. |
| Start Year | 2011 |
| Description | Norwegian TransMaths |
| Organisation | Sør-Trøndelag University College |
| Country | Norway |
| Sector | Academic/University |
| PI Contribution | A Norwegian TransMaths project has been developed by Pepin (PI in HE project). This is a (near) replica study of the Manchester ?into HE? TransMaths project researching across a range of different courses including mathematics for Teacher Education, engineers and other subjects. |
| Start Year | 2011 |
| Description | Better student preparation needed for university maths |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | Yes |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Moving from sixth form, or college, into higher education (HE) can be a challenge for many students, especially those who start mathematically demanding courses. Life prior to university focuses on achieving maximum examination success to be sure of a place. Faced with this pressure, school and college maths courses pay little attention to preparing students to use maths in other areas of study according to a project funded by the Economic and Social Research Council (ESRC). The full press release can be viewed at: http://www.esrc.ac.uk/news-and-events/press-releases/22321/better-student-preparation-needed-for-university-maths.aspx The full press release can be viewed at: http://www.esrc.ac.uk/news-and-events/press-releases/22321/better-student-preparation-needed-for-university-maths.aspxhttp:/www.esrc.ac.uk/news-and-events/press-releases/22321/better-student-preparation-need |
| Year(s) Of Engagement Activity | 2012 |
| URL | http://www.esrc.ac.uk/news-and-events/press-releases/22321/better-student-preparation-needed-for-uni... |
| Description | Measuring "Mathematics Teaching", across educational levels and contexts: How and Why? |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Invited Lecture/Seminar at Oxford University - October 2012 Increased engagement with scholars in the field |
| Year(s) Of Engagement Activity | 2012 |
| Description | Measuring "Mathematics Teaching", across educational levels and contexts: what we learned from the TransMaths and Teleprism projects |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | Invited Lecture/Seminar at Liverpool Hope University - February 2013 Knowledge exchange |
| Year(s) Of Engagement Activity | 2013 |
| Description | Pedagogy and teaching in transition |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Workshop facilitated questions and discussions of important issues What does connectionist teaching look like? "Where are all the connectionists?" Providing a new learning space with coursework: "How can coursework help?" Developing a modelling curriculum:"Why, what and how to introduce modelling in HE?" Policy, pedagogies & programmes: "What should we inform the curriculum review?" Raised profile of project outcomes and increased traffic to project website |
| Year(s) Of Engagement Activity | 2011 |
| Description | The transition to HE: Mathematics self-efficacy, and other dispositions and their association with students' perceptions of pedagogy |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Invited Presentation at HEA sponsored event "Diversifying practice in assessing the mathematical needs of undergraduate students" - Mathematics Education Centre, Loughborough University - May 2012 Knowledge exchange and increased recognition to contribution to knowledge in the sector |
| Year(s) Of Engagement Activity | 2012,2013 |