1. Teaching Maths for A Level Psychology? Don't Worry!

2. Webinar Recordings/Resources
Webinars
Coming Soon *
Webinar Recordings/Resources
*Replaced with a YouTube Topic Video.

3. Session Aims Is there really that much maths?
How did the students do in May 2016?
What ‘might’ the maths look like in Year 2?
Mathematical Requirements for Psychology
Using Mathematical Content to Revise Year 1 Studies…
Mapping Mathematical Content to the Specification

4. Mathematical Requirements for Psychology
Part 1
Mathematical Requirements for Psychology
Is there really that much maths?
How did the students do in May 2016?
What ‘might’ maths look like in Year 2?

5. Is There Really That Much Maths?
While there is an exhaustive list of mathematic skills that students are required to ‘know’, many of these are aspects will be taught in conjunction with research methods.

6. Components potentially not covered during RM

7. Is There Really That Much Maths?
POLL: What percentage of questions are supposed to examine mathematical skills?
10%
25% 2%
15%

8. 02.1: Understand the symbol < (1 mark) [70%]
02.2 Calculate the mode (2 marks) [94%]
02.3 Explain how two other descriptive statistics could have been calculated. (4 marks) [92%]
4. Interpret a table in relation to genotype and phenotype. (4 marks) [56%]
11.4 Interpret a graph. (3 marks) [51%]
11.7 Disadvantage of using the median. (1 mark) [56%]

9. Hypothesis Writing
See ‘Mastering Research Methods – How to Teach Probability and Significance’ Webinar which contains activities to help develop hypothesis writing.
02.1: Understand the symbol < (1 mark) [70%]
02.2 Calculate the mode (2 marks) [94%]
02.3 Explain how two other descriptive statistics could have been calculated. (4 marks) [92%]
4. Interpret a table in relation to genotype and phenotype. (4 marks) [56%]
11.4 Interpret a graph. (3 marks) [51%]
11.7 Disadvantage of using the median. (1 mark) [56%]

10. How Did the Students Perform in May 2016?
Mathematical (Calculation) Skills vs. Interpretative Skills?
02.1: Understand the symbol < (1 mark) [70%]
02.2 Calculate the mode (2 marks) [94%]
02.3 Explain how two other descriptive statistics could have been calculated. (4 marks) [92%]
4. Interpret a table in relation to genotype and phenotype. (4 marks) [56%]
11.4 Interpret a graph. (3 marks) [51%]
11.7 Disadvantage of using the median. (1 mark) [56%]
The three paper 2 ‘mathematics questions’ were more interpretative, with an average score of 54% across all three questions.

11. What ‘Might’ The Maths Look Like in Year 2?
In Year 2 – It’s much more of the same (according to the SAMs).
Gender
10.1 Explain why the data in Table 2 is primary data and not secondary data. [2 marks]
10.2 Explain one strength of primary data. [3 marks]
Relationships
Cognition

12. What ‘Might’ Maths Look Like in Year 2?
In Year 2 – It’s much more of the same (according to the SAMs).
Forensic
35. Complete Table 5 by calculating the median for the two groups. Show your working. Why did the psychologist use the median as a measure of central tendency rather than the mean? [4 marks]
Addiction
Aggression

13. What ‘Might’ Maths Look Like in Year 2?
In Year 2 – It’s much more of the same (according to the SAMs).
Schizophrenia
15. What do the data in Table 1 seem to show about the effectiveness of typical and atypical antipsychotics in the treatment of schizophrenia? [4 marks]
Eating
Stress

14. Mathematical Requirements for Psychology
Part 1
Mathematical Requirements for Psychology
Is there really that much maths?
How did the students do in May 2016?
What ‘might’ maths look like in Year 2?
Any Questions?

15. Mapping Mathematical Content to the Specification
Part 2
Mapping Mathematical Content to the Specification
Using Mathematical Content to Revise Year 1 Studies…

16. Social Psychology Research / Theory Mathematical Skills
Types of conformity: internalisation, identification and compliance. Explanations for conformity: informational social influence and normative social influence, and variables affecting conformity including group size, unanimity and task difficulty as investigated by Asch.
Jenness (1932)
Asch (1955)
In class replication; calculate the mean estimate before and after; calculate the range of responses.
Interpret the original graph; estimate the percentage of participants who conformed.
Conformity to social roles as investigated by Zimbardo.
Explanations for obedience: agentic state and legitimacy of authority, and situational variables affecting obedience including proximity, location and uniform, as investigated by Milgram.
Milgram (1963)
Calculate the range of shocks administered using the original results; calculate the mean shocks administered; draw a histogram using the results; comment on the skew.
Dispositional explanation for obedience: the Authoritarian Personality.
Adorno’s F Scale
In class replication; calculate the range of scores in class; calculate the mean score; plot the scores of males vs. females on a bar graph; interpret the findings.
Minority influence including reference to consistency, commitment and flexibility.
Nemeth (1986)
In class replication; calculate the mean compensation before for consistent/inconsistent minorities; calculate the range of scores. Draw an appropriate graph.

17. Calculate the range
Calculate the mean
Draw a histogram
Comment on the skew
Levels of data
Revise: Milgram, Variations of Milgram, Explanations of Obedience, etc

18. Asch (1955) Interpret the data Estimate the %
Revise: Variations of Asch; Normative / Informational Social Influence.

19. Loftus & Palmer (1974) Interpret the data Calculate the range
Draw an appropriate graph
Revise: Factors effecting the accuracy of EWT.

20. Godden & Baddeley (1975) Interpret the data Draw an appropriate graph
Outline a measure of central tendency
State one limitation
Revise: Memory - Explanations of forgetting (retrieval failure due to the absence of cues)

21. Today’s Resources & Any Questions
Today’s resources will be posted in our AQA Teacher FB Group. Search ‘AQA A Level Psychology Teachers’ OR
Sign Up to our Daily Digest: and receive an tomorrow morning directing you to the resources.

22. Session Aims Any Questions? Is there really that much maths?
How did the students do in May 2016?
What ‘might’ maths look like in Year 2?
Mathematical Requirements for Psychology
Using Mathematical Content to Revise Year 1 Studies…
Mapping Mathematical Content to the Specification
Any Questions?

23. Strong Foundations – Student Workshop
1) Research Methods LIVE!
2) Explore Inferential Statistics
3) Using your Year 1 stuff to NAIL issues and debates
LUNCH
4) Let’s get ready for Year 2 Biopsychology
5) Raising your game in Year 2

24. Don’t forget to sign up for our future webinars: www. tutor2u
Don’t forget to sign up for our future webinars:
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Any Questions?