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Managing learning trajectories: the case of 14-19 mathematics

Noyes, Andrew; Sealey, Paula

Authors

Andrew Noyes andrew.noyes@nottingham.ac.uk

Paula Sealey



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.

Journal Article Type Article
Publication Date Nov 25, 2011
Journal Educational Review
Print ISSN 0013-1911
Electronic ISSN 0013-1911
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 63
Issue 2
Institution Citation Noyes, A., & Sealey, P. (2011). Managing learning trajectories: the case of 14-19 mathematics. Educational Review, 63(2), doi:10.1080/00131911.2010.534768
DOI https://doi.org/10.1080/00131911.2010.534768
Keywords mathematics department leaders, curriculum, teaching, learner progression, 14–19 year olds
Publisher URL http://www.tandfonline.com/10.1080/00131911.2010.534768
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
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....80/00131911.2010.534768

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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