The post-16 maths problem: Can Core Maths be the solution?

The School of Education welcomes students, scholars and other partners from across the UK, Europe and the world into our vibrant global community.The school leads the way in high qualityresearch,teaching and professional education. We are one of the largest education departments in the UK.The School of Education works globally through our international campuses and innovative courses and locally through partnership schools, professional networks and diverse communities. Our suite of 'outstanding'teacher trainingprogrammes is one of the largest in the country.

The University of Nottingham School of Education

This is a Centre for Research in Mathematics Education seminar
Presented by Dr <SPAN STYLE="text-align: left; color: #333333; text-transform: none; text-indent: 0px; letter-spacing: normal; font-style: normal; word-spacing: 0px; float: none; display: inline !important; white-space: pre-wrap; orphans: 2; widows: 2; background-color: #ffffff; text-decoration-color: initial; font-variant-ligatures: normal; font-variant-caps: normal; -webkit-text-stroke-width: 0px; text-decoration-style: initial;">Matt Homer and Dr Rachel Mathieson, University of Leeds
<SPAN STYLE="text-align: left; color: #003366; text-transform: none; text-indent: 0px; letter-spacing: normal; font-style: normal; font-weight: 400; word-spacing: 0px; float: none; display: inline !important; white-space: pre-wrap; orphans: 2; widows: 2; background-color: #ffffff; text-decoration-color: initial; font-variant-ligatures: normal; font-variant-caps: normal; -webkit-text-stroke-width: 0px; text-decoration-style: initial;">England has one of the lowest post-16 participation rates in mathematics amongst developed nations. This is seen as a key policy problem in terms of meeting the growing demands for quantitative skills in the modern workplace, in HE and for life in general. One policy solution is Core Maths, a relatively new and distinct Level 3 qualification. In this seminar, we will present early findings of a large-scale three-year mixed-methods project funded by the Nuffield Foundation investigating how the provision of Core Maths is developing, and what the experiences of students, teachers and other stakeholders are of this potentially important new qualification. Our early data comes from the national pupil database, and from first interviews with Core Maths teachers and senior leaders in 13 case study schools/colleges nationwide.
Refreshments will be available

A34 Dearing Building

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The post-16 maths problem: Can Core Maths be the solution?

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