Teacher survey

Transmaths: Programmes - Into College

We found that particular mathematical activities within certain programmes can make a difference during transition. For example, coursework within the alternative AS Use of Mathematics programme scheme led to better learning opportunities, and was perceived as particularly supportive by students progressing into College with lower mathematics GCSE grades (C and B). We found that activity during coursework can become student-centred and affords formative assessment and a perceived increase in “understanding”. Other activities, such as discussion of mathematical ideas and modelling were reported to help students’ understanding and therefore facilitate the transition. However, these practices were uncommon in many GCSE and AS-level classrooms and, in most occasions, the traditional AS-level programme did not encourage, or in some cases even obstructed, these practices with teachers perceiving that they have an extensive syllabus to cover mainly focussed on abstract content with no evident “use”.