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Changing patterns of transition from school to university mathematics

Hoyles, C; Newman, K; Noss, R; (2001) Changing patterns of transition from school to university mathematics. International Journal of Mathematical Education in Science and Technology , 32 (6) pp. 829-845. 10.1080/00207390110067635. Green open access

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Abstract

There has been widespread concern over the lack of preparedness of students making the transition from school to university mathematics and the changing profile of entrants to mathematical subjects in higher education has been well documented. In this paper, using documentary analysis and data from an informal case study, we argue the antecedents of this changed profile in the general shift across all subjects to a more utilitarian higher education, alongside the more specific changes in A-level mathematics provision which have been largely market driven. Our conclusions suggest that, ironically, changes put in place to make mathematics more widely useful may result in it losing just those features that make it marketable.

Type: Article
Title: Changing patterns of transition from school to university mathematics
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/00207390110067635
Additional information: This is an electronic version of an article published in Hoyles, Celia and Newman, Kate and Noss, Richard (2001) Changing patterns of transition from school to university mathematics. International Journal of Mathematical Education in Science and Technology, 32 (6). pp. 829-845. International Journal of Mathematical Education in Science and Technology is available online at: http://www.informaworld.com/10.1080/00207390110067635
UCL classification: UCL
UCL > Provost and Vice Provost Offices
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 - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1515579
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