Going beyond the Syllabus: A Study of a Level Mathematics Teachers and Students

Autor/inn/en	Suto, Irenka; Elliott, Gill; Rushton, Nicky; Mehta, Sanjana
Titel	Going beyond the Syllabus: A Study of a Level Mathematics Teachers and Students
Quelle	In: Educational Studies, 38 (2012) 4, S.479-483 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2011.643108
Schlagwörter	Questionnaires; Mathematics Teachers; Teacher Attitudes; Student Attitudes; Teacher Effectiveness; Mathematics Achievement; Foreign Countries; Secondary School Mathematics; Postsecondary Education; Mathematics Education; Teaching Methods; Course Content; United Kingdom + Suchen Sie Ihr Suchwort? Fragebogen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Post-secondary education; Tertiäre Bildung; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Großbritannien
Abstract	We explored teachers' views and students' experiences of going beyond the syllabus in Advanced (A) level Mathematics. Questionnaires were sent to teachers and students in a sample of 200 schools and colleges. Teachers were asked about the necessity, importance and benefits of additional teaching. Students were asked about the extra activities they undertook. Forty-seven teacher questionnaires and 299 student questionnaires were completed. Over half of the students claimed to undertake at least some extra activities. Although a few teachers thought teaching beyond the syllabus was unimportant and unnecessary, over 70% felt it should be undertaken if time allowed. Teaching efficacy was measured by comparing each teacher's students' Mathematics results with those students' results in other A level subjects. Significantly more teachers with relatively high Mathematics results than with relatively low results believed teaching beyond the syllabus strengthens and expands students' existing knowledge and adds interest to the course. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10