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Easing the Transition from School Mathematics to University

Lead Institution: Kingswood School

Project Outputs > Student Perspectives on Maths Transition

The initial strand of the Easing Transition from School Mathematics to University project involved researching students' perspectives on their transition to university-level Maths through two research phases:

  1. A focus group with undergraduate Maths students
  2. An online survey of current undergraduate Maths students

The questions asked in phase (1) were informed by the information gathered in phase (2).


(1) Student Focus Group

Using a Grounded Theory approach involved an open questioning phase through an informal group discussion with three undergraduate students. An independent academic then examined the transcripts from the focus group, exploring the issues raised by the students, discussing possible support mechanisms that were in place and suggesting ways to help address students’ concerns.

A transcript of the student focus group and academic feedback can be accessed below:

Focus Group Transcript

The themes that emerged from the focus group included: 

  • The varying motivations for studying maths, at both A level and (STEM subjects) at undergraduate level
  • Transition; the effect that a diverse range of prior mathematical experiences (A level, Further Maths, international Baccalaureate)
  • The availability (or otherwise) of good careers advice in schools
  • The lack of understanding of course content; what one might actually study within a numerate discipline at university
  • Student experience of the teaching at A level vs undergraduate level.
  • Work / social life balance at university
  • Adopting successful study skills, or a supportive network, to aid progress 
  • The availability of institutional support mechanisms before a course starts
  • The availability of institutional support mechanisms during a course 

All students and staff members acknowledged the importance of relevant support structures to help students, something also identified by a partner National HE STEM Programme project, Transition and Induction Experiences of WP students.

One student commented on what he felt were the main issues between teaching and learning at A level compared to undergraduate study:

The massive fundamental difference for me was at school the teachers were generally coaching you for the exam which is such a big thing. They are coaching you and they do not really care whether or not you understand the theory but here [at university] some of them [lecturers] are not trained to teach, and some of them have English as an additional language, and they are not trying to coach you to get it.

When contemplating transitional issues from a student perspective, a telling response came from one of the female students regarding her complete lack of appreciation of what studying a mathematics degree course would entail:

I thought it was going to be like A level but harder. 

Clearly, students have much to add to debates around transition.


(2) Online Survey

The themes outlined in phase (1) then subsequently formed the basis for an online survey. The project lead liaised with members of the Further Maths Support Programme (FMSP) team to develop a suitable questionnaire and associated text that could be sent to all 3,000 former FMSP students nationwide, in addition to being sent to local STEM undergraduate in the South West. This contact with the FMSP is captured in the document below:

FMSP Contact

The survey was sent out to 4,000 students with a response of 227, a capture rate of 5.7%. The survey questions and responses can be accessed below:

Survey Questions

Survey Responses

Full analysis of the survey findings can be accessed in the document below. However, a key finding was how highly students rated FMSP materials in helping them to transition to university-level Maths. The comment below was typical of that received from students as to how FMSP material was different from other A level materials:

Having now completed university (Engineering) FMSP material was much more typical of that found at university, rather than that which was usual at A level. This was much more useful, and gave me a head start compared to my peers at university.

The survey also highlighted the other types of skills students felt the FMSP gave them to aid their transition to undergraduate studies; comments included:

  • The way in which Further Maths was taught was much more intuitive than in sixth form. I understood the reason behind certain methods, which was something I appreciated when studying Maths at university.
  • We only had Further Maths lessons for one afternoon a week. This meant that I had to do a lot of independent study to fully understand the topics covered. As the mathematics taught at university is taught in a much more condensed way, with a much quicker pace of teaching and with only the basics shown, then it has proved very useful that I am able to study independently to understand the concepts thoroughly.
  • The teaching style helped me to learn different ways of learning which helped with the different style of lecturing to teaching in college.
  • The ability to use detailed written explanations to complete problems without teacher aid was a fantastic skill learnt through Further Maths. 

A full analysis of the survey findings can be accessed below:

Online Survey - Analysis of Findings

Staff involved

Garrod Musto
Project lead, Kingswood School