NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ817969
Record Type: Journal
Publication Date: 2008-Dec
Pages: 22
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0141-1926
Subtracting Difference: Troubling Transitions from GCSE to AS-Level Mathematics
Mendick, Heather
British Educational Research Journal, v34 n6 p711-732 Dec 2008
This article provides an approach to understanding the widely acknowledged difficulties experienced by young people in the transition from pre-16 to post-16 mathematics. Most approaches to understanding the disenchantment with and drop-out from AS-level mathematics focus on curriculum and assessment. In contrast, this article looks at the role of relationships, taking a psychosocial approach. It draws on data from a three-year qualitative study into why young people choose mathematics. It argues that educational practitioners and policy makers are responding to stories of failure and drop-out by excluding more people from access to mathematics. There is less and less room for difference within our mathematics classrooms. This happens because of the ways that discourses around mathematics fix how we think of the subject, who can learn it and what kind of relationships are possible between learners and mathematics. Instead the article argues for unfixing these through policies and pedagogies of difference. (Contains 4 notes, 1 table, and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (England)