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Transition to university: contributions of a specialist mathematics school

Golding, J; (2021) Transition to university: contributions of a specialist mathematics school. Teaching Mathematics and its Applications , 40 (1) pp. 40-55. 10.1093/teamat/hraa005. Green open access

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Abstract

School-university transition in mathematics is of global concern, with multiple cognitive, social and affective disjunctures evidenced. Access to, successful participation in and retention on, competitive mathematically intensive degree courses remain particular challenges in England, especially for disadvantaged young people with high mathematical aptitude. One response has been to establish mathematics specialist schools aimed at such students aged 16–18. Early cohorts have achieved encouraging progression to and through such university courses, but more qualitative and longitudinal outcomes have been less well evidenced. The reported study harnessed a student lens and documentary scrutiny to analyse the contribution to building for successful transition of the particular approaches used. Data suggest that the model adopted has initially supported transition to target degree courses well. I relate the findings to known transition challenges in the global issue of successful passage into and through university mathematics education. I argue many of those are in principle transferable to other post-16 contexts. The study therefore offers evidence suggesting broadly applicable specific strategies that can begin to address widely problematic disjunctures in transition.

Type: Article
Title: Transition to university: contributions of a specialist mathematics school
Open access status: An open access version is available from UCL Discovery
DOI: 10.1093/teamat/hraa005
Publisher version: https://doi.org/10.1093/teamat/hraa005
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10105468
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