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‘Hard to focus, difficult to learn’: Covid19 Impacts on teaching, learning and progression for A Levels in Mathematics

Redmond, B; Golding, J; Grima, G; (2021) ‘Hard to focus, difficult to learn’: Covid19 Impacts on teaching, learning and progression for A Levels in Mathematics. In: Marks, RM, (ed.) BSRLM Proceedings: Vol 41 No 2. (pp. p. 16). BSRLM: Online. Green open access

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Abstract

We explore year 13 (age 17-18) student accounts of how Covid19 has impacted their learning for pre-university mathematics qualifications in England. Findings derive from the final 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. In this cohort’s first year of A level (2019/20), teaching and learning was severely disrupted. Teachers anticipated significant, wide-ranging learning gaps as students progressed to year 13. Using data from Autumn 2020 and Spring 2021 we analyse student accounts of how continued disruptions to teaching and learning have impacted them. Variable access to teachers, barriers to collaborative work, and challenges of remote or reduced contact working have resulted in reduced depth and breadth of learning. Additionally, many students reported negative impacts on mathematical confidence and wider mental health.

Type: Proceedings paper
Title: ‘Hard to focus, difficult to learn’: Covid19 Impacts on teaching, learning and progression for A Levels in Mathematics
Event: BSRLM day conference June 2021
Dates: 05 June 2021
Open access status: An open access version is available from UCL Discovery
Publisher version: https://bsrlm.org.uk/wp-content/uploads/2021/08/BS...
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/10133599
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