ERIC Number: EJ1395817
Record Type: Journal
Publication Date: 2023-Nov
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-5176
EISSN: EISSN-1469-3704
Mapping Mathematical Competences across Subjects for Advanced Level Qualifications in England
Curriculum Journal, v34 n4 p613-632 Nov 2023
Efforts to increase the number of young people in England studying mathematics post-16 have historically focused on participation in standalone mathematics qualifications. However, following the recent A-level reforms, many advanced level students are engaging with some form of mathematics through the mathematical content now formally embedded within other subjects. To offer a more comprehensive view of the mathematics being learned post-16 we present a framework analysis of the subject content documents of the 19 A-level subjects with a required quantitative component, using a recently developed framework of General Mathematical Competences (GMCs). Results are visualised as maps showing the presence of GMC sub-competences for individual A-level subjects and combinations of subjects. The application of the GMC framework in this new context provides a much-needed common language for cross-curricular discussion of the types of mathematics present in different subjects, with implications for interdisciplinary mathematics learning and curriculum alignment between post-16 and higher education across the disciplines. In addition, the framework highlights the non-binary nature of mathematics participation, calling into question what counts as participating in mathematics in the post-16 phase.
Descriptors: Mathematics Skills, Competence, Advanced Students, Qualifications, Foreign Countries, Interdisciplinary Approach, Alignment (Education)
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A