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The mathematical backgrounds of undergraduates from England (2018)
Journal Article
Hodgen, J., Adkins, M., & Tomei, A. (2018). The mathematical backgrounds of undergraduates from England. Teaching Mathematics and its Applications, doi:10.1093/teamat/hry017

Participation in any kind of mathematical study during upper secondary education in England is significantly lower than in other educational systems. As a result, many English students enter university at age 18 or 19 having not studied mathematics f... Read More

Do advanced mathematics skills predict success in biology and chemistry degrees? (2017)
Journal Article
Adkins, M., & Noyes, A. (in press). Do advanced mathematics skills predict success in biology and chemistry degrees?. International Journal of Science and Mathematics Education, 16(3), doi:10.1007/s10763-016-9794-y. ISSN 1571-0068

The mathematical preparedness of science undergraduates has been a subject of debate for some time. This paper investigates the relationship between school mathematics attainment and degree outcomes in biology and chemistry across England, a much lar... Read More

Studying advanced mathematics in England: findings from a survey of student choices and attitudes (2016)
Journal Article
Noyes, A., & Adkins, M. (in press). Studying advanced mathematics in England: findings from a survey of student choices and attitudes. Research in Mathematics Education, 18(3), doi:10.1080/14794802.2016.1188139. ISSN 1479-4802

The UK Government has set a goal that the ‘vast majority’ of students in England will be studying mathematics to 18 by the end of the decade. The policy levers for achieving this goal include new Core Maths qualifications, designed for over 200,000... Read More

The impact of research on policy: a case of qualifications reform (2016)
Journal Article
Noyes, A., & Adkins, M. The impact of research on policy: a case of qualifications reform. British Journal of Educational Studies, 64(4), doi:10.1080/00071005.2016.1159654. ISSN 0007-1005

The relationship between research and policymaking has been discussed repeatedly. However, the debate tends to be in general, abstract terms or from a macro-economic perspective with any examples described in a fairly cursory way. Despite the inhere... Read More

Reassessing the economic value of advanced level mathematics (2016)
Journal Article
Adkins, M., & Noyes, A. (2016). Reassessing the economic value of advanced level mathematics. British Educational Research Journal, 42(1), doi:10.1002/berj.3219. ISSN 0141-1926

In the late 1990s, the economic return to Advanced level (A-level) mathematics was examined. The analysis was based upon a series of log-linear models of earnings in the 1958 National Child Development Survey (NCDS) and the National Survey of 1980 Gr... Read More

Reconsidering the rise in A-level mathematics participation (2016)
Journal Article
Noyes, A., & Adkins, M. (2016). Reconsidering the rise in A-level mathematics participation. Teaching Mathematics and its Applications, doi:10.1093/teamat/hrv016. ISSN 0268-3679

There is growing support for making the study of mathematics to age 18 compulsory for all young people in England. This paper aims to inform this debate through new insights into historic A-level Mathematics participation trends. We analyse full-ye... Read More