Take-Up of Mathematies beyond GCSEAuthor(s): Anne WilliamsonSource: Mathematics in School, Vol. 31, No. 1 (Jan., 2002), pp. 8-9Published by: The Mathematical AssociationStable URL: http://www.jstor.org/stable/30215516 .

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Take-up of hematies beyond VCSE

by Anne Williamson

I have recently conducted a survey in York to find out why sixth form students who obtained good grades in mathematics at GCSE chose to continue or discontinue with the subject. Students were asked a little about their background and then asked to rate a number of factors which might have affected their choices on a four-point scale. Almost 500 responses were received. The table below shows the make- up of the group surveyed.

Y13 students had chosen maths in order to broaden their curriculum, the increased number was slight - equivalent to 11 of the 192 Y12 students ranking this reason one point higher on the four-point scale.

Y12 students who decided against maths did so mainly because they did not enjoy it. Lack of confidence came second in importance and thinking the subject would be

Studying mathematics Not studying mathematics

male female total male female total overall total

year 12 115 77 192 51 108 159 351

year 13 66 41 107 15 14 29 136

total 181 118 299 66 122 188 487

The survey was conducted early in 2001 so that it was possible to see what differences the restructuring of post-16 courses might have brought about.

The following gives a brief summary of findings. If you would like to receive a copy of the full report, it may be obtained from the address at the end of the article.

Gender Differences

Of those continuing with mathematics, both sexes thought that the most important factor governing their decision was usefulness of the qualification. The enjoyment of the subject ranked higher in the girls' importance than the boys'. The boys were aware of maths being a safe option and its aptness in fitting in with other subjects.

Of those who had dropped maths, the girls' main reason was that they thought that it would be hard. Lack of confidence in their ability to complete the course came second, and not enjoying the subject came third. For the boys, not enjoying the subject was most important, thinking it would be hard second; and lack of confidence third. More girls than boys were influenced by their perception that they had not coped well with maths at GCSE. The boys were more influenced by the subject not fitting in with their main choices than girls. Whilst neither gender rated this reason very highly, the boys were more inclined to be influenced by their not getting on with the teacher who would be taking the course.

Age Differences

Usefulness of the qualification was the main reason for opting for maths in both years. Although more Y12 students than

hard came third. Y13 students put these in reverse order with "it did not tie in with my main choices" coming equal third. This latter reason figured much more highly in Y13, and so presumably the chance to broaden the curriculum has enabled students to feel less inhibited. Though few in number, more Y12 students were dissuaded from taking mathematics by their parents.

Differences According to GCSE Grades

For the A* students, ability to cope with the subject well was the major factor in choosing to study maths further. Enjoyment and usefulness took equal second place. Advice of teachers ranked more highly amongst this group than any other.

For the A grade students, usefulness was the most important feature, but ability to cope well with the subject came a close second.

For the B grade students, usefulness was very important and coping well was a more distant second.

For the C grade students usefulness was still the most important but not with a strong vote. Ability to cope and enjoyment were equal second in importance, but the point score was lower for both these factors than it was for the more successful students. They were not as concerned as others with the subject fitting well with other choices, but this group were the largest who chose the subject because it was the only sensible option left.

Many A* students who did not continue with the subject might well have done if they had not been such good all- rounders. Their main reason for dropping maths was that

8 Mathematics in School, January 2002 The MA web site www.m-a.org.uk

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they could not fit it in. In equal second place was lack of enjoyment and fearing that it would be hard.

A grade students were most put off by fearing that the subject would be hard; secondly by their lack of confidence; and thirdly by their lack of enjoyment. Again, some might have continued with the subject if they had not had such a wide choice of possibilities.

Those with B grades were deterred most by lack of enjoyment, then by thinking that the subject would be hard; then by lack of confidence. Lack of confidence was surprisingly less of an issue with these students than the A grade students.

For the grade C students, lack of enjoyment, lack of confidence and fearing that the subject would be hard all rated importantly and equally. Feeling that they had not coped well with GCSE also influenced them significantly, whilst this group was the least likely to reject maths because they could not fit it in.

Overall Conclusions from all the Data

Success breeds success. The successful pupils are the most likely to be influenced by their ability in choosing the subject. To attract these pupils to the subject, they need to be encouraged to get the A* grade.

More able students are influenced by the recommendations of their GCSE teachers that they continue to study maths, and so it is worthwhile for teachers to be proactive with these students. Students are slightly more likely to be influenced by parents than teachers, and so letting parents know that students are very capable is also important.

Most students are attracted by the usefulness of the qualification. It is therefore a good idea to raise pupils' awareness of the relevance of mathematics to other subject disciplines and careers, and to point out the prestige of having a qualification in maths on their curriculum vitae.

In all subgroups of students who chose not to continue with mathematics, whatever their background or ability, a lot of weight was given to the perceived difficulty of the subject. Perhaps this is inevitable in a subject where an inability to make a response or the giving of a wrong answer is so conspicuous. But perhaps, too, we can stress that excellence in mathematics does not have to equate with perfection! Girls, in particular, need to be reminded of this.

All subgroups also put lack of enjoyment of the subject near the top of their reasons for deciding not to pursue maths further. It was less of an issue with the more successful at GCSE, but still an important one. Whilst there is no doubt some truth in the conclusion that more students would take up maths if their teaching was more inspirational, I do not think that teachers need to be too self-critical on this count, since, amongst those continuing with maths, their third most important reason for doing so was their enjoyment of the subject.

The third most often recurring reason for students not continuing with maths was their lack of confidence that they would complete the course. The only subgroup who did not rate this in their top three reasons were those who had achieved A* at GCSE, and even these were still a little fearful. Perhaps this is the area where most work can be done. Experience often suggests that a higher tier candidate at

GCSE who achieves an A grade does not feel particularly confident because the percentage of marks needed for this grade may seem quite low compared with other subjects. A competent student in the rarefied atmosphere of a top set will often compare him/herself unfavourably with those who are very quick to understand new concepts. Such students need to be made aware of how good they are. Some hard evidence comparing A level grades with GCSE grades for the same candidates might be a useful tool in convincing students of their likely success.

Many students would be attracted by a one-year course specifically designed to support other subjects.

Pupils taught GCSE mathematics in groups not exclusively entering for the higher tier are slightly disadvantaged.

My thanks are due to staff and students at All Saints, Fulford and Joseph Rowntree Schools in York and also to those at York College for their helpful cooperation.

Keywords: AS level; A level; Options.

Author Anne Williamson, Millthorpe School, Nunthorpe Avenue, York YO23 1WE e-mail: anne williamson@hotmail.com

NEWS ... NEWS ... NEWS ..

Free online help with maths problems is available from an Internet site.

Maths Help (http://www.maths-help.co.uk) is aimed primarily at UK students in upper secondary schools and colleges, and covers the kind of mathematics found in GCSE, A level, BTEC/GNVQ and Foundation Year Degree courses.

Students logging in to the site can send a query using a standard form. Maths Help aims to respond by e-mail within 24 hours, giving advice on tackling the problem. If the problem is considered useful for other students, a full solution will be posted on the web site a few days later. Thus, over time, a large searchable database of 'real' student problems will be built up.

Maths Help is provided voluntarily by a partnership of experienced teachers committed to exploiting the educational potential of the Internet. The policy is not simply to provide an answer service, but to encourage students to reflect on their maths problems by offering formative feedback speedily and confidentially.

For free online help with maths problems visit:

http://www.maths-help.co.uk

Mathematics in School, January 2002 The MA web site www.m-a.org.uk 9

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