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Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees
Teaching Mathematics and its Applications: An International Journal of the IMA, Volume: 40, Issue: 3, Pages: 210 - 233
Swansea University Authors: Sofya Lyakhova, Andrew Neate
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DOI (Published version): 10.1093/teamat/hrab004
Abstract
This is the second paper reporting the results of a study investigating student choices of optional post-16 advanced-level (A-level) Mathematics and Further Mathematics qualifications in the UK and their impact on the transition from school to university mathematics. Here, the opinions of non-mathem...
Published in: | Teaching Mathematics and its Applications: An International Journal of the IMA |
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ISSN: | 0268-3679 1471-6976 |
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Oxford University Press (OUP)
2021
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URI: | https://cronfa.swan.ac.uk/Record/cronfa56439 |
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2021-10-29T17:07:02.9971498 v2 56439 2021-03-12 Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees 5b60d265a7c6fb5a6042765de6917a98 Sofya Lyakhova Sofya Lyakhova true false 9d42d20aba1cff6eaf507ea6f0134868 Andrew Neate Andrew Neate true false 2021-03-12 SMA This is the second paper reporting the results of a study investigating student choices of optional post-16 advanced-level (A-level) Mathematics and Further Mathematics qualifications in the UK and their impact on the transition from school to university mathematics. Here, the opinions of non-mathematics Science, Technology, Engineering and Mathematics (STEM) undergraduate students (all of whom had previously studied A-level Mathematics) were accessed via a survey and individual interviews. The study found that Further Mathematics qualifications are perceived as advantageous for non-mathematics STEM degrees by students once they are at university but not when making A-level choices. While the students often perceived mathematics positively, this appears to influence the choice of A-level Mathematics but not Further Mathematics. The lack of support from teachers and parents, the lack of perceived utility of Further Mathematics qualifications and a perception that Further Mathematics is only useful for studying a mathematics degree could all be factors affecting the uptake of Further Mathematics. The identified perceived impact of Further Mathematics on the university transition is linked to studying more pure mathematics which may give students a better understanding of how to apply mathematics in the context of their degree. Some comparisons between the findings in Parts 1 and 2 of the study are included which suggests that the Further Mathematics qualification is better serving students intending to study a non-mathematics STEM degree rather than mathematics itself. Journal Article Teaching Mathematics and its Applications: An International Journal of the IMA 40 3 210 233 Oxford University Press (OUP) 0268-3679 1471-6976 3 9 2021 2021-09-03 10.1093/teamat/hrab004 COLLEGE NANME Mathematics COLLEGE CODE SMA Swansea University 2021-10-29T17:07:02.9971498 2021-03-12T17:10:48.9526082 Faculty of Science and Engineering School of Mathematics and Computer Science - Mathematics Sofya Lyakhova 1 Andrew Neate 2 56439__21374__e440a60a96c64078827cbb8b09d5b976.pdf 56439.pdf 2021-10-29T17:05:49.5505932 Output 1752185 application/pdf Version of Record true © The Author(s) 2021. This is an Open Access article distributed under the terms of the Creative Commons Attribution License true eng http://creativecommons.org/licenses/by/4.0/ |
title |
Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees |
spellingShingle |
Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees Sofya Lyakhova Andrew Neate |
title_short |
Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees |
title_full |
Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees |
title_fullStr |
Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees |
title_full_unstemmed |
Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees |
title_sort |
Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees |
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5b60d265a7c6fb5a6042765de6917a98 9d42d20aba1cff6eaf507ea6f0134868 |
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5b60d265a7c6fb5a6042765de6917a98_***_Sofya Lyakhova 9d42d20aba1cff6eaf507ea6f0134868_***_Andrew Neate |
author |
Sofya Lyakhova Andrew Neate |
author2 |
Sofya Lyakhova Andrew Neate |
format |
Journal article |
container_title |
Teaching Mathematics and its Applications: An International Journal of the IMA |
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40 |
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210 |
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2021 |
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Swansea University |
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0268-3679 1471-6976 |
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10.1093/teamat/hrab004 |
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Oxford University Press (OUP) |
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Faculty of Science and Engineering |
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Faculty of Science and Engineering |
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Faculty of Science and Engineering |
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School of Mathematics and Computer Science - Mathematics{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Mathematics and Computer Science - Mathematics |
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This is the second paper reporting the results of a study investigating student choices of optional post-16 advanced-level (A-level) Mathematics and Further Mathematics qualifications in the UK and their impact on the transition from school to university mathematics. Here, the opinions of non-mathematics Science, Technology, Engineering and Mathematics (STEM) undergraduate students (all of whom had previously studied A-level Mathematics) were accessed via a survey and individual interviews. The study found that Further Mathematics qualifications are perceived as advantageous for non-mathematics STEM degrees by students once they are at university but not when making A-level choices. While the students often perceived mathematics positively, this appears to influence the choice of A-level Mathematics but not Further Mathematics. The lack of support from teachers and parents, the lack of perceived utility of Further Mathematics qualifications and a perception that Further Mathematics is only useful for studying a mathematics degree could all be factors affecting the uptake of Further Mathematics. The identified perceived impact of Further Mathematics on the university transition is linked to studying more pure mathematics which may give students a better understanding of how to apply mathematics in the context of their degree. Some comparisons between the findings in Parts 1 and 2 of the study are included which suggests that the Further Mathematics qualification is better serving students intending to study a non-mathematics STEM degree rather than mathematics itself. |
published_date |
2021-09-03T04:11:24Z |
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11.024221 |