NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ979075
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0305-5698
Going beyond the Syllabus: A Study of a Level Mathematics Teachers and Students
Suto, Irenka; Elliott, Gill; Rushton, Nicky; Mehta, Sanjana
Educational Studies, v38 n4 p479-483 2012
We explored teachers' views and students' experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they undertook. Forty-seven teacher questionnaires and 299 student questionnaires were completed. Over half of the students claimed to undertake at least some extra activities. Although a few teachers thought teaching beyond the syllabus was unimportant and unnecessary, over 70% felt it should be undertaken if time allowed. Teaching efficacy was measured by comparing each teacher's students' Mathematics results with those students' results in other A level subjects. Significantly more teachers with relatively high Mathematics results than with relatively low results believed teaching beyond the syllabus strengthens and expands students' existing knowledge and adds interest to the course. (Contains 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:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A