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Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees

Sofya Lyakhova, Andrew Neate

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...

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Published in: Teaching Mathematics and its Applications: An International Journal of the IMA
ISSN: 0268-3679 1471-6976
Published: Oxford University Press (OUP) 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa56439
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first_indexed 2021-03-19T15:22:58Z
last_indexed 2021-10-30T03:20:17Z
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spelling 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
author_id_str_mv 5b60d265a7c6fb5a6042765de6917a98
9d42d20aba1cff6eaf507ea6f0134868
author_id_fullname_str_mv 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
container_volume 40
container_issue 3
container_start_page 210
publishDate 2021
institution Swansea University
issn 0268-3679
1471-6976
doi_str_mv 10.1093/teamat/hrab004
publisher Oxford University Press (OUP)
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Mathematics and Computer Science - Mathematics{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Mathematics and Computer Science - Mathematics
document_store_str 1
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description 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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