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Core Maths: Who Takes It, What Do They Take It with, and Does It Improve Performance in Other Subjects?

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Title: Core Maths: Who Takes It, What Do They Take It with, and Does It Improve Performance in Other Subjects?
Language: English
Authors: Tim Gill
Source: Research Matters. 2024 (38):48-65.
Availability: Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/research-matters/
Peer Reviewed: N
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Mathematics Skills, Mathematics Tests, Minimum Competency Testing, Statistics Education, Interdisciplinary Approach, Psychological Studies, Engineering Education, Test Validity, Test Use, Student Development, Academic Achievement
Geographic Terms: United Kingdom (England)
ISSN: 1755-6031
Abstract: Core Maths qualifications were introduced into the post-16 curriculum in England in 2014 to help students develop their quantitative and problem-solving skills. Taking the qualification should also give students confidence in understanding the mathematical content in other courses taken at the same time. In this article, we explore whether Core Maths is fulfilling its aims. In particular: Does Core Maths provide students with a benefit (in terms of attainment) in other, quantitative, Key Stage 5 subjects (e.g., A Level Psychology, BTEC Engineering)? We also investigate some aspects of the uptake of Core Maths: What are the background characteristics of Core Maths students (e.g., gender, prior attainment, ethnicity)? Which other qualifications (e.g., A Levels, BTECs, Cambridge Technicals) and subjects are students most likely to take alongside Core Maths? The main finding was that students taking Core Maths had a slightly higher probability (than those not taking Core Maths) of achieving good grades in some subjects taken concurrently. Uptake of Core Maths remains relatively low, so there is certainly scope for greater numbers of students to take advantage of the potential benefits of studying the qualification.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451417
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  Data: Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/our-research/all-published-resources/research-matters/
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  Data: Core Maths qualifications were introduced into the post-16 curriculum in England in 2014 to help students develop their quantitative and problem-solving skills. Taking the qualification should also give students confidence in understanding the mathematical content in other courses taken at the same time. In this article, we explore whether Core Maths is fulfilling its aims. In particular: Does Core Maths provide students with a benefit (in terms of attainment) in other, quantitative, Key Stage 5 subjects (e.g., A Level Psychology, BTEC Engineering)? We also investigate some aspects of the uptake of Core Maths: What are the background characteristics of Core Maths students (e.g., gender, prior attainment, ethnicity)? Which other qualifications (e.g., A Levels, BTECs, Cambridge Technicals) and subjects are students most likely to take alongside Core Maths? The main finding was that students taking Core Maths had a slightly higher probability (than those not taking Core Maths) of achieving good grades in some subjects taken concurrently. Uptake of Core Maths remains relatively low, so there is certainly scope for greater numbers of students to take advantage of the potential benefits of studying the qualification.
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      – SubjectFull: Mathematics Tests
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