Geographies of Mathematical Attainment and Participation
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.
Organisations
People |
ORCID iD |
| Andrew Noyes (Principal Investigator) |
Publications
Noyes A
(2010)
The Routledge Doctoral Student's Companion
Noyes A
(2013)
Scale in education research: towards a multi-scale methodology
in International Journal of Research & Method in Education
Noyes A
(2012)
It matters which class you are in: student-centred teaching and the enjoyment of learning mathematics
in Research in Mathematics Education
Noyes A
(2013)
The effective mathematics department: adding value and increasing participation?
in School Effectiveness and School Improvement
Noyes A
(2011)
Managing learning trajectories: the case of 14-19 mathematics
in Educational Review
Noyes A
(2012)
Investigating participation in Advanced level mathematics: a study of student drop-out
in Research Papers in Education
Noyes A
(2009)
Exploring social patterns of participation in university-entrance level mathematics in England
in Research in Mathematics Education
Noyes A
(2009)
Participation in mathematics: what is the problem?
in Improving Schools
Sealey P
(2010)
On the relevance of the mathematics curriculum to young people
in The Curriculum Journal
| Description | The key findings from this study include 1. Although boys are more likely to continue to A level mathematics, the relative proportions of boys to girls are reduced for higher grades. Targeting GCSE grade A/B girls would have the biggest impact on recruitment; 2. Some ethnic groups are nearly twice as likely to complete A level mathematics as some of their White British peers; 3. After accounting for prior attainment, social background and cohort mix, over 20% of the remaining unexplained variation in completion of A level mathematics is due to the school attended; 4. Attrition is higher from AS mathematics than from any other subject. |
| Exploitation Route | One of the unexpected developments of the research is the theorisation of multi-scale methodology that makes an important contribution to social-science methodology. The patterning of engagement and attainment in post-16 mathematics (and science) needs extended examination, both over time and a larger geographical scale. |
| Sectors | Education |
| Description | The main use of the findings has been academic. For example Noyes (2009) is one of the most highly cited papers in Research in Mathematics Education. The work fed into a parallel study funded by the QCA. The findings have influenced other work and have led to further funding from the Nuffield Foundation for a project that builds upon this ESRC study |
| First Year Of Impact | 2009 |
| Sector | Education |
| Impact Types | Economic,Policy & public services |