The relevance of mathematics: The case of functional mathematics for vocational students

This study of recent school-leavers in Further Education explores students’ opinions of relevance and how these are influenced by their experiences of different mathematics curricula in school and college. These vocational students are taught mathematics as a functional ‘tool for life’ rather than a discipline of rules. Perceptions of relevance are influenced by personal goals and interests (Ernest, 2004) and may depend on whether students identify a value for the qualification, a practical usefulness or some transferable skills (Sealey and Noyes, 2010). These can provide reasons for studying mathematics but, in this study, students who encountered mathematics as a ‘tool for life’ engaged in learning experiences that connected with their personal life experience. This changed their conceptual view of mathematics and added a different perspective to their views of relevance. The research is part of a larger study of the student experience of functional mathematics in colleges but this paper will focus on qualitative data from student focus groups and lesson observations. Transcriptions were coded and compared to identify common themes in student experiences. The results suggest how teaching mathematics as a ‘tool for life’ can influence perceptions of relevance and effect some positive changes in student attitudes

The relevance of mathematics: The case of functional mathematics for vocational students

This study of recent school-leavers in Further Education explores students’ opinions of relevance and how these are influenced by their experiences of different mathematics curricula in school and college. These vocational students are taught mathematics as a functional ‘tool for life’ rather than a discipline of rules. Perceptions of relevance are influenced by personal goals and interests (Ernest, 2004) and may depend on whether students identify a value for the qualification, a practical usefulness or some transferable skills (Sealey and Noyes, 2010). These can provide reasons for studying mathematics but, in this study, students who encountered mathematics as a ‘tool for life’ engaged in learning experiences that connected with their personal life experience. This changed their conceptual view of mathematics and added a different perspective to their views of relevance. The research is part of a larger study of the student experience of functional mathematics in colleges but this paper will focus on qualitative data from student focus groups and lesson observations. Transcriptions were coded and compared to identify common themes in student experiences. The results suggest how teaching mathematics as a ‘tool for life’ can influence perceptions of relevance and effect some positive changes in student attitudes

Mathematics education policy enactment in England’s Further Education Colleges

England’s Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organizations. Devolved responsibility gives managers considerable influence in policy enactment processes which can lead to within-college tensions between vocational and mathematics teachers. This paper examines two within-college policies affecting students’ mathematics learning opportunities: 1) subject choice, and 2) examination entry levels. These policies have produced inequitable opportunities for students on different vocational study programmes. Given the strategic importance of improving mathematics education, this paper explains how multiple actors and structures interact in the enactment of policy in complex FE college settings. Such understandings are needed to inform better policy design and implementation that in turn can improve mathematics education in Further Education colleges in England

Professional learning through collaborative research in mathematics

In this study, the professional learning of two groups of secondary mathematics teachers are compared as they participate in an education research project to explore the uses of iPads within formative assessment processes. Data from lesson observations, meetings and teacher interviews show how collaborative participation in a design research cycle involving the development, implementation and analysis of lessons facilitated individual and collective professional learning. Specific elements of the design research process provided opportunities for knowledge sharing and reflection on practice, but individual learning gains were closely associated with the development of these teacher groups into professional learning communities. Two contrasting case studies show how various affordances and constraints of the research activity either encourage or restrain the development of characteristics associated with professional learning communities. The findings provide insight into the early developmental stages of professional learning communities, the conditions that affect their growth and the efficacy of collaborative design research to stimulate the development of such communities

The waxing and waning of functional skills mathematics

There have been repeated attempts to establish mathematics qualifications for lower attaining students aged 16 years and over on vocational pathways in England. In 2004, the Tomlinson Report proposed Functional Mathematics and this paper examines the trajectory of this qualification (later Functional Skills mathematics) through analysis of policy literatures over the last twenty years and empirical data from two studies in Further Education colleges. For a time, Functional Skills mathematics flourished and was becoming valued by many stakeholders but the privileging of GCSE Mathematics in recent policy has affected its status and uptake. It is important to understand this waxing and waning trajectory if future skills policy is to have better chances of long-term success. Key challenges include the unsuccessful integration of Functional Skills with the established mathematics curriculum, the difficulty of achieving qualification recognition across the vocational-academic divide and the negative unintended consequences of linked policy decisions. Raising the adult skills base is currently a policy priority in England and understanding these challenges to a skills-based qualification that is more aligned to the needs of vocational education than to schools is important