Impact of Taking Core Maths: Analysis of OCR Specifications. Research Report
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| Title: | Impact of Taking Core Maths: Analysis of OCR Specifications. Research Report |
|---|---|
| Language: | English |
| Authors: | Tim Gill, Cambridge University Press & Assessment (United Kingdom) |
| Source: | Cambridge University Press & Assessment. 2024. |
| Availability: | Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/ |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Descriptors: | Mathematics Education, Mathematics Tests, Exit Examinations, Qualifications, Certification, Psychology, Biology, Chemistry, Business Education, Geography, Economics, Sociology, Mathematics Skills |
| Abstract: | Core maths (CM) is a Key Stage 5 qualification aimed at students who achieve a grade 4 or higher at GCSE Maths but do not go on to take AS or A level Maths. Its stated main purpose is to increase participation in post-16 maths and to help develop students' mathematical knowledge and its application to a range of different areas. This means CM qualifications may help students in subjects (taken concurrently) which have some mathematical content, such as geography, business, engineering, and the sciences. The analysis presented in this report is part of a larger research project, investigating whether CM (from any awarding organisation, not just OCR) benefits students in other subjects taken concurrently, or in later Higher Education (HE) study. There are different specifications for CM qualifications (across all awarding bodies) which vary in their content and therefore could support different subjects taken concurrently. In this report, the focus is on the two OCR specifications only: (1) Core Maths A Mathematics Education Innovation (MEI) Level 3 Certificate; and (2) Core Maths B (MEI) Level 3 Certificate. This report describes an analysis of the uptake of the two different OCR Core Maths specifications and whether they support different subjects taken concurrently. [This work was carried out in the Secure Research Service, part of the Office for National Statistics (ONS).] |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED665111 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED665111 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED665111 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Impact of Taking Core Maths: Analysis of OCR Specifications. Research Report – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tim+Gill%22">Tim Gill</searchLink><br /><searchLink fieldCode="AR" term="%22Cambridge+University+Press+%26+Assessment+%28United+Kingdom%29%22">Cambridge University Press & Assessment (United Kingdom)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Cambridge+University+Press+%26+Assessment%22"><i>Cambridge University Press & Assessment</i></searchLink>. 2024. – Name: Avail Label: Availability Group: Avail Data: Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 36 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Numerical/Quantitative Data – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Exit+Examinations%22">Exit Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Qualifications%22">Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Certification%22">Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Geography%22">Geography</searchLink><br /><searchLink fieldCode="DE" term="%22Economics%22">Economics</searchLink><br /><searchLink fieldCode="DE" term="%22Sociology%22">Sociology</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Core maths (CM) is a Key Stage 5 qualification aimed at students who achieve a grade 4 or higher at GCSE Maths but do not go on to take AS or A level Maths. Its stated main purpose is to increase participation in post-16 maths and to help develop students' mathematical knowledge and its application to a range of different areas. This means CM qualifications may help students in subjects (taken concurrently) which have some mathematical content, such as geography, business, engineering, and the sciences. The analysis presented in this report is part of a larger research project, investigating whether CM (from any awarding organisation, not just OCR) benefits students in other subjects taken concurrently, or in later Higher Education (HE) study. There are different specifications for CM qualifications (across all awarding bodies) which vary in their content and therefore could support different subjects taken concurrently. In this report, the focus is on the two OCR specifications only: (1) Core Maths A Mathematics Education Innovation (MEI) Level 3 Certificate; and (2) Core Maths B (MEI) Level 3 Certificate. This report describes an analysis of the uptake of the two different OCR Core Maths specifications and whether they support different subjects taken concurrently. [This work was carried out in the Secure Research Service, part of the Office for National Statistics (ONS).] – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: ED665111 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED665111 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 36 Subjects: – SubjectFull: Mathematics Education Type: general – SubjectFull: Mathematics Tests Type: general – SubjectFull: Exit Examinations Type: general – SubjectFull: Qualifications Type: general – SubjectFull: Certification Type: general – SubjectFull: Psychology Type: general – SubjectFull: Biology Type: general – SubjectFull: Chemistry Type: general – SubjectFull: Business Education Type: general – SubjectFull: Geography Type: general – SubjectFull: Economics Type: general – SubjectFull: Sociology Type: general – SubjectFull: Mathematics Skills Type: general Titles: – TitleFull: Impact of Taking Core Maths: Analysis of OCR Specifications. Research Report Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cambridge University Press & Assessment (United Kingdom) – PersonEntity: Name: NameFull: Tim Gill IsPartOfRelationships: – BibEntity: Dates: – D: 09 M: 07 Type: published Y: 2024 Titles: – TitleFull: Cambridge University Press & Assessment Type: main |
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