Redmond, B; Golding, J; Grima, G; (2019) Reformed GCSE Mathematics qualifications: teacher's views of the impact on students starting A levels. Presented at: Ofqual Education Research seminar, Warwick, UK.

Slideshow Ofqual presentation Ben Redmond.pptx - Accepted Version Download (3MB)

Abstract

We report on A Level teachers’ voice in two Pearson UK longitudinal studies which probe(d) effectiveness of the 9-1 Mathematics qualification for supporting students’ subsequent progression. In the Autumn 2017 and 2018 progression phases of our GCSE study we asked teachers (and students) of A level Mathematics, of A levels in mathematics-intensive subjects, and of A-levels in mathematics-using subjects (as well as of other courses, including GCSE resits), how their students’ functioning with, and attitude to, mathematics compared with those of previous cohorts. Our A-levels in mathematics study, ongoing, includes the probing of similar issues in more depth with teachers (and students) of A-level Mathematics and Further Mathematics, including post-lesson observation. We show that our samples of A-level teachers perceived students to be at least as well-prepared mathematically as previous cohorts, and as the mathematical demand of an A-level subject increased, so teachers were more likely to report better preparation, further enhanced in the second GCSE cohort. Problem-solving and resilience were pointed to as improved; there was small-scale concern that algebraic fluency might be comparatively under-developed.

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