Abstract
We address the current concerns about teaching-to-the-test and its association with declining dispositions towards further study of mathematics and the consequences for choice of STEM subjects at university. In particular, through a mixed study including a large survey sample of over 1000 students and their teachers, and focussed qualitative case studies, we explored the impact of 'transmissionist' pedagogic practices on learning outcomes. We report on the construction and validation of a scale to measure teachers' self-reported pedagogy. We then use this measure in combination with the students' survey data and through regression modelling we illustrate significant associations between the pedagogic measure and students' mathematics dispositions. Finally, we discuss the potential implications of these results for mathematics education and the STEM agenda. © 2012 British Educational Research Association.
| Original language | English |
|---|---|
| Pages (from-to) | 473-496 |
| Number of pages | 23 |
| Journal | British Educational Research Journal |
| Volume | 38 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - Jun 2012 |
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Dive into the research topics of 'The association between mathematics pedagogy and learners' dispositions for university study'. Together they form a unique fingerprint.Impacts
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Assessment tools and the impact on learners’ ‘understanding and use’ of mathematics in schools, colleges and higher education
Black, L. (Participant), (Participant), (Participant), (Participant), Pampaka, M. (Participant), (Participant), (Participant), Prevett, P. (Participant), Ryan, J. T. (Participant), (Participant), Williams, J. (Participant) & (Participant)
Impact: Technological impacts, Societal impacts