Managing learning trajectories: the case of 14-19 mathematics

Noyes, Andrew and Sealey, Paula (2011) Managing learning trajectories: the case of 14-19 mathematics. Educational Review, 63 (2). pp. 179-193. ISSN 0013-1911

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Abstract

In this paper we explore how mathematics department leaders manage curriculum (what is taught), teaching (how it is taught) and learner progression (what results) for 14-19 year olds. The background to the study is a range of national, and international, concerns about participation rates in university entrance level mathematics. Given the recommendation of the Smith Report (2004) that new pathways models be developed for 14-19 mathematics, this paper explores some of the strategies employed, and issues faced, by schools as they seek to maximise attainment and participation in mathematics. Following a thematic analysis of data from interviews with heads of department in fifteen schools we look in more depth at one school to see how it manages the mathematics learning trajectories of young people. The theme of performativity is all pervasive.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Educational Review on 25/05/2011, available online: http://www.tandfonline.com/10.1080/00131911.2010.534768
Keywords: mathematics department leaders, curriculum, teaching, learner progression, 14–19 year olds
Schools/Departments: University of Nottingham UK Campus > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/00131911.2010.534768
Depositing User: Noyes, Andrew
Date Deposited: 08 Dec 2014 00:10
Last Modified: 13 Sep 2016 18:33
URI: http://eprints.nottingham.ac.uk/id/eprint/27786

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