1. Pupils’ Perceptions as they end KS3 Mathematics Sheila Smyth

2. The context The context KS3 SATs abolished KS3 SATs abolished Decision to enter Year 9 pupils for a first GCSE Mathematics module Decision to enter Year 9 pupils for a first GCSE Mathematics module The need to evaluate such a change both statistically and through ‘student voice’ The need to evaluate such a change both statistically and through ‘student voice’

3. Background to the project A previous case study focusing on three pupils with recognised literacy difficulties and the impact this had on their engagement in and learning of Mathematics A previous case study focusing on three pupils with recognised literacy difficulties and the impact this had on their engagement in and learning of Mathematics

4. The three pupils NameTAETAMTASInitialAssessmentKS2 RA 2006 Sp A 2006 Girl A 434234.010.1111.0 Boy B 434263.110.0811.10 Boy C 333243.8<98.06

5. Findings of my previous research Pupil’s confidence in Maths is affected by: Pupil’s confidence in Maths is affected by: –Their belief that they can succeed (Askew (1997)) –The pupil/teacher relationship –Their understanding of mathematical language used (Poustie (2002), Perso(2006))

6. What inhibits the learning of Mathematics? A ‘fear of failure’ resulting in refusal to engage with the work A ‘fear of failure’ resulting in refusal to engage with the work Lack of understanding of language and symbols used in mathematics Lack of understanding of language and symbols used in mathematics Lack of trust in the teacher to be supportive Lack of trust in the teacher to be supportive Peer pressure to disengage from learning Peer pressure to disengage from learning

7. Methodology A ‘questionnaire’ completed by a stratified random sample of all Year 9 pupils plus the three pupils A ‘questionnaire’ completed by a stratified random sample of all Year 9 pupils plus the three pupils Interview with the three pupils from the original case study Interview with the three pupils from the original case study Analysis of end of KS3 Maths and English levels and GCSE Maths Module results for the three pupils Analysis of end of KS3 Maths and English levels and GCSE Maths Module results for the three pupils

8. The Questionnaire The ‘questionnaire’ consisted of eight statements which invited the pupils to give a response plus an opportunity to describe their feelings about their recent Maths lessons covering the GCSE Module work The ‘questionnaire’ consisted of eight statements which invited the pupils to give a response plus an opportunity to describe their feelings about their recent Maths lessons covering the GCSE Module work

9. Analysis of Questionnaire responses These were analysed according to both gender and maths set so that the effects of mathematical ability on pupils’ perceptions of their learning and progress could be determined. I focused on the three pupils and considered whether they were ‘typical’ of Year 9 as a whole. These were analysed according to both gender and maths set so that the effects of mathematical ability on pupils’ perceptions of their learning and progress could be determined. I focused on the three pupils and considered whether they were ‘typical’ of Year 9 as a whole.

10. Girl A said that she ‘liked to know what method to use’. Girl A said that she ‘liked to know what method to use’. Boy B said he ‘liked Maths when he knew what he was doing and worried if he didn’t know what to do’. Boy B said he ‘liked Maths when he knew what he was doing and worried if he didn’t know what to do’. Boy C was resigned to the fact that he knew he had to do Maths but he did not like the subject at all Boy C was resigned to the fact that he knew he had to do Maths but he did not like the subject at all ‘I like Maths when ……..’

11. ‘I don’t like Maths when …’ Girl A said ‘I get frustrated because I know I can do it but just can’t write it or figure it out’. Girl A said ‘I get frustrated because I know I can do it but just can’t write it or figure it out’. Boy B replied ‘I don’t know what I’m doing’. Boy B replied ‘I don’t know what I’m doing’. Boy C replied ‘we have to do written work’. Boy C replied ‘we have to do written work’.

12. ‘Maths would be even better if …‘ ‘We did less writing and more practical’ the response from Girl A ‘We did less writing and more practical’ the response from Girl A ‘ I understood it more’ the response from Boy B ‘ I understood it more’ the response from Boy B ‘we were aloud [sic] to be with friends’ Boy Cs reply ‘we were aloud [sic] to be with friends’ Boy Cs reply

13. ‘A good Maths teacher is one who …….’ Girl A ‘ listens to everyone's ideas and doesn’t focus on one person but the whole class’ Girl A ‘ listens to everyone's ideas and doesn’t focus on one person but the whole class’ Boy B ‘explains and goes through the methods more than once’ Boy B ‘explains and goes through the methods more than once’ Boy C ‘do [sic] some work for you’ Boy C ‘do [sic] some work for you’

14. ‘I could do better in Maths if I ….. ‘ Girl A response ‘wasn’t distracted and if I got on with my teacher’ Girl A response ‘wasn’t distracted and if I got on with my teacher’ Boy B ‘concentrated more’ Boy B ‘concentrated more’ Boy C ‘aha focus’ Boy C ‘aha focus’

15. ‘In Maths I would like to do more of ……’ Girl A replied ‘the stuff I struggle with’ Girl A replied ‘the stuff I struggle with’ Boy B ‘the things I’m not so good with so I understand them better’ Boy B ‘the things I’m not so good with so I understand them better’ Boy C ‘fractions’ Boy C ‘fractions’

16. ‘ I like doing the GCSE Module because …’ Girl A replied ‘it will help me later on in life’ Girl A replied ‘it will help me later on in life’ ‘It is challenging’ the response from Boy B ‘It is challenging’ the response from Boy B Boy C replied ‘It helps me know the stage I’m at’ Boy C replied ‘It helps me know the stage I’m at’

17. ‘I don’t like doing the GCSE Module because..’ Girl A response was that Girl A response was that ‘It’s too hard work and gets me frustrated’. ‘It’s too hard work and gets me frustrated’. Boy B said ‘It can be very difficult’ Boy C ‘It puts pressure on me’

18. Write down four words describing your feelings about Maths during the past few weeks’ lessons (since Easter) ….. Write down four words describing your feelings about Maths (since Easter) …..

19. Girl A wrote ‘frustrated, confused, bad, fun’ Girl A wrote ‘frustrated, confused, bad, fun’ Boy B wrote ‘ pressurising, hard, stressful’ Boy B wrote ‘ pressurising, hard, stressful’ Boy C wrote ‘ boring, hard, tiring, not fun’ Boy C wrote ‘ boring, hard, tiring, not fun’

20. How did Year 9 pupils feel about the GCSE Maths module work Over half the responses were negative Over half the responses were negative Just over a third of pupils gave a positive response Just over a third of pupils gave a positive response There were some ‘no responses’ There were some ‘no responses’

21. How did they cope under exam conditions? Girl A found it nerve-wracking, daunting, and was rushed for time Girl A found it nerve-wracking, daunting, and was rushed for time Boy B was rushed for time, aware others had finished which was distracting Boy B was rushed for time, aware others had finished which was distracting Boy C had a reader so sat in a smaller hall so found he could concentrate. Had plenty of time Boy C had a reader so sat in a smaller hall so found he could concentrate. Had plenty of time

22. Were my three pupils typical of their gender and Maths sets? Summarising the interviews Different teachers with different methods have a significant impact on their confidence in their mathematical abilities Different teachers with different methods have a significant impact on their confidence in their mathematical abilities They all needed to understand what they were doing They all needed to understand what they were doing

23. The girl found lessons frustrating at times The girl found lessons frustrating at times The pupil/teacher relationship was important to the girl The pupil/teacher relationship was important to the girl And significantly if she was ‘having a bad day’, then her learning was affected And significantly if she was ‘having a bad day’, then her learning was affected

24. Mathematical Vocabulary They know some of the Maths vocabulary eg product, integer, numerator They know some of the Maths vocabulary eg product, integer, numerator They find it difficult to recall Mathematical words and their associated meaning in an exam They find it difficult to recall Mathematical words and their associated meaning in an exam Keywords are sometimes written on the board and are explained occasionally Keywords are sometimes written on the board and are explained occasionally

25. The Module Papers Some of the vocabulary used was unfamiliar Some of the vocabulary used was unfamiliar Higher order questions ‘disguised’ the mathematical operations needed. Higher order questions ‘disguised’ the mathematical operations needed. Research has shown that ‘even small language problems ….. can create obstacles in Mathematics’ Watson, Geest & Prestage Research has shown that ‘even small language problems ….. can create obstacles in Mathematics’ Watson, Geest & Prestage

26. Readability Analysis of Module Papers Module Flesch Reading Ease Flesch-Kincaid Grade Level 478.94.0 581.93.4

27. Are these three pupils confident Mathematicians? Scale 1 low, 4 high Girl A rated her confidence as a 3 Both Boys rated their confidence as a 2

28. Results - Facts & Figures Name KS3 TA Maths/ forecast KS3 TA English/ forecast Modulesat Grade achieved/ grades available Girl A 5B / 5A 5B / 5B 4 F (G/F) Boy B 5C / 4A 6C / 5B 4 U (G/F) Boy C 5B / 5C 4A / 4B 5 F (F/E)

29. Was an early entry GCSE Maths Module a successful step? For those pupils in higher sets the early entry module can be considered a success For those pupils in higher sets the early entry module can be considered a success For lower ability pupils the results show that it will be a de-motivator For lower ability pupils the results show that it will be a de-motivator The stress imposed on lower ability pupils also needs to be considered The stress imposed on lower ability pupils also needs to be considered

30. Conclusions Understanding Mathematical Language is still a barrier for these three pupils Understanding Mathematical Language is still a barrier for these three pupils The impact of social and emotional factors have become more pronounced for Girl A The impact of social and emotional factors have become more pronounced for Girl A Their module results show that these pupils will struggle to achieve a Grade C in Maths. Their module results show that these pupils will struggle to achieve a Grade C in Maths.

31. Recommendations Pupils with a language difficulty need specific help to be able to ‘talk’ and understand mathematics Pupils with a language difficulty need specific help to be able to ‘talk’ and understand mathematics A good Maths teacher would consistently help pupils decode and understand the questions being asked with an emphasis on vocabulary to aid understanding A good Maths teacher would consistently help pupils decode and understand the questions being asked with an emphasis on vocabulary to aid understanding