Keeping open the door to mathematically demanding FHE programmes

1. Keeping open the door to mathematically demanding F&HE programmes A report on the preliminary analysis of the pilot data

2. 2

3. 3 The instrument(s) � What information we were asking for:

4. 4 SECTION A: BACKGROUND INFORMATION Name, college, date, date of birth Address and telephone number (for follow up survey/interview) Gender Course (UoM or AS Maths) GCSE grade and tier University attended by close family Language of first choice EMA SEN Ethnicity

5. 5 Section A: Observations and some decisions Missing data Some items included wrong �options� Complicated format of some items Time consuming ? [final version] Excluded some items Changed presentation format of others

6. 6 Section A: Sample and �Demographics� 21 Colleges 356 students 102 UoM 226 ASTrad 28 GCSE Gender Male: 211 [153 ASTrad, 58 UoM] Female: 116 [72 ASTrad, 44 UoM]

7. 7 Prior Attainment

8. 8 Other Background Information

9. 9 SECTION B: DISPOSITIONS� Intention to study more maths after this course? Intention to go to University? Expectations: family, friends, teachers University: what course? Amount of mathematics in preferred option Importance of amount of mathematics of course in decision Feelings about future study involving maths Preferred type of maths (familiar, new)

10. 10 Purpose 1: Disposition to go into HE Are you planning to go to University? [N=356, 3 missing] No: 14 Yes: 261 It depends: 78

11. 11 Constructing a scale for HE disposition Items of the scale: My expectation -�self� [B2] Family expectation [B3] Friends expectation [B4] Teachers� expectation [B5] Rasch Analysis: Partial Credit Model Item fit analysis: within acceptable limits ? HE disposition scale

12. 12 Measuring Disposition to enter Higher Education

13. 13 Purpose 2: Disposition to study mathematically demanding HE courses Items: B1, B8-B11 Analysis: Partial Credit Model [Rasch]

14. 14 Comparison between UoM and ASTrad

15. 15 Section B: Conclusions HE disposition Scale: not as productive of separating students as expected ( ?tendency of the students of this sample to report very high disposition to enter HE) The scale for Disposition to study mathematically demanding courses in HE provides better separability Differences between UoM and ASTrad in the expected direction

16. 16 SECTION C: USING MATHEMATICS (Self-efficacy items) 30 items (24 based on gmcs + 6 �pure�) Three levels (post GCSE, AS and post AS) Example of a �pure� item:

17. 17 Example of an �applied� item

18. 18 Measuring Perceived Self-Efficacy in (using) Mathematics Sample: 340 Students 214 ASTrad 99 UoM 27 GCSE students Analysis Rating Scale Model [Rasch] Some items misfitting High DIF between the two groups of students Multidimensional Scaling ? 3 measures of mathematical self efficacy

19. 19 Mathematics Self-Efficacy

20. 20 Comparison of person estimates at level 1and2 and level 2and 3 combined scales: Pearson correlation0.957 (p<0.001) R-square0.915

21. 21 Section C: Conclusions Scale can be used as it is and gives a credible measure of MSE It can also be used in two versions: one including items of Level 1 and 2 [for early AS] one including items of Level 2 and 3 [for AS/A2] Additionally we can construct two separate measures of Pure MSE and Applied MSE [for further details see relevant paper]

22. 22 SECTION D: Learning Mathematics [Mathematical Identity] Open ended statements � mathematical identity [ongoing analysis] List of learning activities to report importance and frequency of use, during learning mathematics Some results

23. 23 Participating in whole class discussions with the teacher:

24. 24 Working in a group with other students

25. 25 When I am learning mathematics in class and I get stuck, I find the best thing to do is�