Mathematics Learning, Identity and Educational Practice: the Transition into Post-compulsory Education

The transition into post-compulsory mathematics education is summarised in this resource from the University of Manchester, which contains quotes from students and teachers about their experiences of working with the GCSE mathematics curriculum.

The report includes the following implications from the study:

*A fresh look at the GCSE is needed to make it ‘fit for purpose’, so that students that will continue into mathematically-demanding subjects at post-compulsory level are really well prepared. This could include more effective algebra teaching, testing for conceptual understanding and encouraging self-directing skills through practices that are responsive to individual needs.

*There is also a need to provide institutional inducements for learning outcomes such as the ones already mentioned, including perhaps measures of students’ subsequent progress beyond GCSE.

*The challenge for teachers is how to develop a practice based on conceptual understanding and ‘learning to learn’ skills within a system that privileges preparation for tests and procedural learning.

*Resilience could be encouraged by providing and supporting a more social, relational view of learning.