The project will investigate how pedagogic cultures impact on student learning in FE. It will examine how such courses can be enhanced to widen participation of those at risk of marginalisation and drop out from participating in mathematics.  It will compare two mathematics programmes: an inquiry based, applied programme ‘Use of Mathematics’ (UoM) and traditional A/S mathematics.  We ask:

  • How effective is UoM in comparison to traditional A/S level mathematics in promoting important learning outcomes?
  • How can different pedagogic cultures mediate different learning outcomes for students, especially those at risk of marginalisation?
  • How do different pedagogic cultures mediate students’ mathematical identities and aspirations for further study and how is this influenced by gender, social class and ethnicity?

We will address these questions using a combination of (i) a quasi-experiment incorporating measures of attainment, self efficacy, and intention to participate in F&HE (sample size 800); and (ii) a multiple case study of classrooms (approximately 20 classrooms in 10 institutions) with nested case studies of 45 individual learners identities.  Overall the project will further our understanding of how pedagogic cultures can support participation in mathematics, especially for our targeted, non-traditional, potential HE learners.



TLRP: Hybridity of maths and peers talk: crazy maths

Author: P Davis Date: 18 March 2009 Book chapter

TLRP: Repertoires of aspiration, narratives of identity, and cultural models of mathematics in practice, chapter 2.

Author: J Williams Date: 11 March 2009 Book chapter

TLRP: Students' mathematical identity and its relation to classroom mathematics pedagogic practice

Author: P Davis Date: 11 June 2008 Conference paper/presentation

TLRP: Imagined futures: mediation of the mathematical biography

Author: L Black Date: 11 June 2008 Conference paper/presentation

TLRP: Measuring the ‘effectiveness’ of programme and pedagogy on maths disposition and self efficacy

Author: M Pampaka Date: 11 June 2008 Conference paper/presentation

TLRP: Multi-dimensional structure of a (use of) mathematics self efficacy instrument

Author: M Pampaka Date: 11 June 2008 Conference paper/presentation

TLRP: Pedagogic practices and interweaving narratives in AS Mathematics classrooms

Author: G Wake Date: 11 June 2008 Conference paper/presentation

TLRP: Storying mathematical identities with cultural models

Author: J Williams Date: 09 July 2008 Conference paper/presentation

TLRP: Measuring perceived self-efficacy in applying mathematics

Author: G Wake Date: 09 July 2008 Conference paper/presentation

TLRP: The central role of the teacher - even in student-centred pedagogies

Author: G Wake Date: 11 March 2009 Conference paper/presentation

TLRP: Development and validation of two learning outcome measures: ‘Disposition to enter HE’ and 'disposition to study mathematically demanding subjects in HE'

Author: J Williams Date: 09 July 2008 Conference paper/presentation

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Full research report

Author: Julian Williams Date: 15 July 2008 Full research report

TLRP: Mathematics students' aspirations for higher education: class, ethnicity, gender and interpretative repertoire styles

Author: P Hernandez-Martinez Date: 10 June 2008 Journal article

TLRP: Keeping Open the Door to Mathematically Demanding F&HE Programmes - poster

Author: J Williams Date: 04 May 2007 Occasional paper

TLRP: Keeping Open the Door to Mathematically Demanding F&HE Programmes - poster

Author: J Williams Date: 04 May 2007 Other publication/report

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Non-technical summary

Author: Julian Williams Date: 15 July 2008 Research summary

TLRP: Keeping open the door to mathematically demanding programmes in Further and Higher Education, Research Briefing 38

Author: J Williams Date: 05 November 2008 Technical report

Start date
01 January 2006
End date
30 March 2008
Grant holder
Professor Julian Williams
Co-applicants
Dr Graeme Hutcheson
Dr Laura Black
Dr Pauline Davis
Mr Geoffrey Wake
Mr Geoffrey Wake
Grant amount
£262,779.66
Grant reference
RES-139-25-0241
Discipline
Education
Grant type