The use of real-life context in GCSE Maths resit lessons

Context: This action research project was conducted at a sixth form college in Somerset, UK, involving 71 students aged 16 to 19 who had previously not achieved a grade 4 in their GCSE mathematics exam: who were then attending for resits. As government policy mandates continued study of mathematics until students achieve a pass or turn 19, the environment generally exhibits mixed levels of engagement among students who are compelled to attend. Aims: The research aimed to enhance student outcomes and connect mathematical concepts to real-life contexts by addressing the hurdles students and teachers encounter in applying mathematics in practical scenarios. The focus was on evaluating how real-life contexts could improve student engagement and how to support teachers in adopting a narrative teaching approach to foster mathematical understanding and oracy opportunities. Methods: The study implemented lessons designed to engage students and promote collaborative discussions through real-life applications of speed problems. Using a combination of observations, mini-interviews and pre- and post-surveys, data were collected to assess the effectiveness of the lessons. Each lesson aimed to incorporate physical experiences and discussions, aligning with Realistic Mathematics Education models, through two 1.5-hour sessions for each of four classes. Findings: Initial results revealed students struggled with foundational speed concepts, with 75% correctly calculating distance travelled in one hour but only 30% accurately determining speed. Post-lesson assessments showed improvement, as 88% of students answered the distance travelled in one hour question correctly, and 45% answered the speed question correctly, indicating a 50% increase. Student engagement was high, with 86% rating their lesson enjoyment positively and expressing a preference for more context-based lessons, highlighting a notable shift in their perception of mathematics. Implications: The findings suggest that transitioning from paradigmatic to narrative teaching could improve student engagement and understanding within mathematics. The successful integration of real-life contexts into lesson structures showcased the potential for increased student interaction and participation, while also indicating the need for careful lesson preparation to maintain sustainability in teaching practices. Other educators might consider similar approaches to foster deeper connections between students' experiences and mathematical concepts.

Keywords (free text)

mathematics education, real-life contexts, engagement, improving outcomes, GCSE Mathematics resits

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1026
https://doi.org/10.71779/6

Collections

SFCA 16-19 Education: Pedagogy