Learning for London@IOE Research Briefing Issue number 1 July 2013 For further information on LfL@IOE contact Professor Ann Hodgson (a.hodgson@ioe.ac.uk) or www.ioe.ac.uk/LearningforLondon THE IMPORTANCE OF MATHEMATICS The UK government is committed to increasing the number of science, technology, engineering and mathematics (STEM) professionals as it perceives this to be a crucial factor in making the UK more competitive in an increasingly global economy 1 .There has also been a positive change in students’ attitudes towards mathematics over the past decade and a qualification in mathematics is associated with greater success in gaining entrance to university, future employment or increased earnings (Wolf, 2002 2 ; Brown, 2003 3 ). However, there is still a problem with the relatively low proportion of students, compared with other countries, who continue with mathematics in post-compulsory education (Royal Society, 2011 4 ). Numerous reports have highlighted the problem of low numbers of student wanting to take higher level mathematics courses (e.g. Nardi & Steward, 2003 5 ) and a shortage of suitably qualified people in mathematics (e.g. Brown et al., 2008 6 ). One of the key reasons students do not want to continue with mathematics is because they are already disengaged from mathematics during their compulsory education; students cite a range of negative emotions towards mathematics such as a lack of enjoyment or a dislike of mathematics (e.g. Brown et al., 20086). The role of mathematics in enhancing London’s workforce and economy was recently emphasised in the Mayor of London’s report that outlined the challenges that London face. Despite mathematics attainment in London having improved, the report 1 Department for Business, Innovation and Skills (2009) Higher ambitions: the future of universities in a knowledge economy (London, Department for Business, Innovation and Skills). Available online at: www.bis.gov.uk/policies/higher-ambitions. 2 Wolf, A. (2002). Does education matter? Myths about education and economic growth. London, UK: Penguin. 3 Brown, M. (2003) Students’ experiences of undergraduate mathematics. Full report of research activities and results, ESRC ref R000238564. 4 Royal Society (2011) A ‘state of the nation’ report on preparing the transfer from school and college science and mathematics education to UK STEM higher education (London, The Royal Society). 5 Nardi, E. and Steward, S. (2003) ‘Is Mathematics TIRED? A profile of quiet disaffection in the secondary mathematics classroom', British Educational Research Journal, vol. 29. 6 Brown, M., P. Brown and T. Bibby. (2008). ‘I would rather die’: reasons given by 16- year olds for not continuing their study of mathematics education, Research in Mathematics Education, 10 (1), 3-18. stated, there was room for improvement. Students from other major world cities were performing better in mathematics (e.g. cities in China, Korea, New Zealand, Japan, Finland, Hong Kong, Singapore, Canada, and Australia). The report indicated that Shanghai students’ mathematics attainment was two grades higher than that of London students (Greater London Authority, 2012 7 ). The report also indicated that 24 per cent of London’s students do not achieve the expected levels in mathematics at primary level. RESEARCH FOCUS This paper aims to identify what factors relate to London students’ aspirations to continue with mathematics in non-compulsory education. In addition we will outline which aspects of London students’ mathematics education help to develop their mathematics intrinsic motivation and their mathematics self-concept. Intrinsic motivation in mathematics is defined as students’ internal drive to engage in mathematics because of their personal interest in the subject (rather than being driven by external factors). In contrast, extrinsic material gain motivation denotes students views that obtaining a qualification in mathematics in post compulsory education would may be useful for some quantifiable reward, such as for access into higher education or future employment prospects. The self-concept refers to students’ self-perception of their own ability in mathematics. Mathematics self-concept and intrinsic motivation in mathematics (as well as extrinsic material gain motivation) were found to be important predictors of aspirations to continue with mathematics in post-16 education amongst our national sample of young people. In addition to exploring factors that influence London students’ post-16 mathematics aspirations, we felt it was also important to explore what factors contribute to the development of intrinsic motivation and mathematics self-concept. We also use the term 7 Greater London Authority. (2012) The Mayor's Education Inquiry: final report, findings and recommendations: London context and call for evidence. http://www.london.gov.uk/sites/default/files/The%20Mayor%27s%20Education%20I nquiry%20Final%20Report.pdf. WHAT FACTORS AFFECT LONDON STUDENTS’ ASPIRATIONS TO CONTINUE WITH MATHEMATICS POST-16? Tamjid Mujtaba, Ann Hodgson and Michael Reiss For further information please contact Tamjid Mujtaba at t.mujtaba@ioe.ac.uk