Redmond, B; Grima, G; Golding, J; (2019) Post 16 Qualification Reforms: Impacts on mathematics teaching, learning and assessment in England. Presented at: 20th AEA-Europe Annual Conference 2019, Lisbon, Portugal.

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Abstract

This paper explores the impact that changes in policy context have on teaching, learning, and assessment of post 16, calculus-rich mathematics ‘A-levels’. It reports evidence of how recent developments in England have shaped the experiences of students and teachers of reformed qualifications. It is important that post 16 mathematics education encourages deep engagement with mathematics in a way that is relevant to the kinds of 21st-century skills that students will need to progress into work or further study, including meaningful mathematical interaction with an increasingly data rich world. The reformed qualifications, introduced for first large-scale examination in summer 2019, aim to meet this objective. They are characterised by an aspirational curriculum, with emphasis on conceptual fluency as well as mathematical problem solving and reasoning. The reformed Mathematics A level also includes mandatory engagement with a large dataset using appropriate technology. We report on enactment, in particular around challenges that the reformed mathematics qualifications have placed on teachers’ subject and pedagogical knowledge. We also explore how teachers are assessing the new curriculum with a focus on the uncertainty around the content and demand for both students and teachers of associated summative assessments.

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