Redmond, B;
Golding, J;
Grima, G;
(2021)
Covid 19: Impacts on teaching, learning and progression for A Levels in Mathematics.
In: Marks, R, (ed.)
(Proceedings) BSRLM Day conference.
BSRLM
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Abstract
We report on ways that teaching and learning for mathematics A Levels, studied pre-university in England (by students aged 16-18), was disrupted by Covid19 in Summer 2020. Findings are contextualised within teacher and student accounts of the aspirational and time-pressured nature of these reformed qualifications. We explore the nature of engagement with mathematics achieved by year 12 and 13 students during lockdown, and the preparedness of 2019-20 year 11 and 13 students for progression into A Level/Higher Education respectively. Our findings derive from the third year of a four-year study (2017/18 to 2020/21) exploring enactment and impact of reformed mathematics A Levels, and efficacy of associated Pearson resources and assessments. Research tools were adapted to focus on impacts of Covid19. We present a snapshot (March to July 2020), of teachers and students looking to the future in a time of uncertainty and rapid change.
| Type: | Proceedings paper |
|---|---|
| Title: | Covid 19: Impacts on teaching, learning and progression for A Levels in Mathematics. |
| Event: | BSRLM Day conference |
| Dates: | 14 November 2020 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://bsrlm.org.uk/publications/proceedings-of-d... |
| 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/10122515 |
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