McAlinden, Mary and Noyes, Andrew (2018) Mathematics for the reformed science A-levels: Implications for science teaching. In: Research Proceedings of the 9th British Congress on Mathematics Education. BSRLM, pp. 127-134.

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Abstract

Post-16 mathematics remains high on the political agenda in England with attempts to increase the mathematical engagement, confidence and competence of young people being supported by various qualification reforms. This includes adding new qualifications under the banner of Core Maths and embedding mathematics as mandated percentages in the assessment of science A-levels. Achieving the full aspirations of the adding policy will require substantial increases in the number of teachers of mathematics. Successfully delivering the embedding policy will require science teachers well-equipped to teach the increased mathematical demands of the reformed science A-levels. This paper explores some of the challenges associated with this embedding strategy by drawing on our quantitative analysis of reformed science A-levels, new evidence from chemistry Examiners’ Reports and insights from the literature. We discuss curriculum alignment, the need for dialogue between science and mathematics teachers within schools and colleges, as well as implications for teacher professional development.

Item Type:	Conference Proceedings
Title of Proceedings:	Research Proceedings of the 9th British Congress on Mathematics Education
Additional Information:	Conference held from 3-6 April 2018, University of Warwick, UK.
Uncontrolled Keywords:	Mathematics; A-level science; teachers; embedding
Subjects:	Q Science > QA Mathematics
Faculty / School / Research Centre / Research Group:	Faculty of Engineering & Science > School of Computing & Mathematical Sciences (CMS) Faculty of Engineering & Science
Last Modified:	04 Mar 2022 13:06
URI:	http://gala.gre.ac.uk/id/eprint/22123

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