Mathematics teaching and learning in secondary schools: the impact of pedagogical practices on important learning outcomes

Pampaka, Maria and Wo, Lawrence (2017). Mathematics teaching and learning in secondary schools: the impact of pedagogical practices on important learning outcomes. [Data Collection]. Colchester, Essex: UK Data Archive. 10.5255/UKDA-SN-851600

This project aims to break new ground by mapping secondary students' learning outcomes and choices including dispositions and attitudes together with the teaching they are exposed to. New understandings of how mathematics pedagogy relates to learner engagement and hence outcomes will be important to both mathematics education research, and policy and practice. Capturing five years of progression (Year 7-11) in one year will pose methodological challenges, the resolution of which will contribute to the literature of combining longitudinal and cross-sectional analyses, and dealing with missing data.

The main phase of the study will involve a sample of about 50 secondary schools matching the national demographic characteristics. An average of 3 to 5 classes in each year group will be surveyed with a questionnaire capturing students' mathematical dispositions and their perceptions of teaching at three time points establishing longitudinal data: at the start and towards the end of the academic year 2011/12, and at the beginning of the next academic year. A teacher survey will map teaching practices at mathematics, during the first academic year. Additionally, three contrasting case studies will be performed to provide evidence of mathematical teaching practices and narratives of students' developing dispositions and decisions throughout a year.

Data description (abstract)

We provide two sets of data as a result of the Teleprism project (www.teleprism.com).

The quantitative dataset includes the data collected from the student and teacher longitudinal surveys. Three different sheets are provided: one for the (master) pupil dataset, one with teacher related information and one with the information provided by the teachers for particular classes. Identifiers are provided to help navigate and match the datasets if needed. Please note that the pupil dataset is given in the long format.

The qualitative data folder includes the transcriptions of students and teacher interviews.
The questionnaires and interview schedules associated with these datasets are also provided for further information.

Data creators:

Creator Name	Affiliation	ORCID (as URL)
Pampaka Maria	The University of Manchester	http://orcid.org/0000-0001-5481-1560#sthash.8iVEZWdu.dpuf
Wo Lawrence	The University of Manchester

Sponsors:

ESRC

Grant reference:

RES-061-25-0538

Topic classification:

Education

Keywords:

mathematics, attitudes, self efficacy, identity, mathematics education, teaching, pedagogy

Project title:

Mathematics teaching and learning in secondary schools: the impact of pedagogical practices on important learning outcomes

Grant holders:

Maria Pampaka

Project dates:

From	To
1 March 2011	31 August 2014

Date published:

10 Apr 2015 14:52

Last modified:

14 Jul 2017 08:53

Coverage and Methodology

Collection period:

Date from:	Date to:
15 September 2011	30 June 2013

Country:

United Kingdom

Data collection method:

The project employed a mixed methodology to collect the data.
Student and teacher surveys with questionnaires were used for the quantitative part, whereas interviews were employed for the qualitative part.
The population of interest is students (and their teachers) in secondary education (Year 7 to Year 11) in England. Recruitment of students was done at school-level upon the agreement of the Headmaster. Schools were invited to take part drawing on contacts, and a school database (more details of the sampling can be seen in the Survey Information Document). We approached over 2200 schools and ended up with 40 schools. Schools were required to take part with whole cohorts (at least 2 classes in each year group) however that was not always implemented fully.
The survey design was also longitudinal with the same students surveyed at 3 times (ideally): October to December 2011, June-July 2012 and October to December 2012. Their teachers were asked to complete surveys at the first two instances only (during the first academic year of the study).
The pupil dataset includes 30388 records of 18170 unique students, from over 700 classes with 280 teachers in the first year.

Two case studies took place in two of these 40 schools with interviews with students and their maths teachers.

Observation unit:

Individual

Kind of data:

Numeric, Numeric, Text

Type of data:

Cohort and longitudinal studies, Other surveys, Qualitative and mixed methods data

Resource language:

English

Access and Administration

Data sourcing, processing and preparation:

This was a primary data collection. Quantitative Datasets: Data were collected either via online surveys or hard copies of questionnaires. In the latter case data were entered in excel spreadsheets. Data were cleaned, matched and anonymised with unique ids provided for pupils, teachers, classes and schools to allow matching at other levels if needed. The submitted file (excel spreadsheet) is in the long format. The questionnaires are also provided as well as a Survey Methodology Paper with further information. Qualitative Datasets: The interviews were audio recorded and then transcribed. The submitted text files are the anonymised transcriptions. A file is also provided with information about the interview sample that allows links with the surveys (when information was available).

Rights owners:

Name	Affiliation	ORCID (as URL)
Pampaka Maria	The University of Manchester

Contact:

Name	Email	Affiliation	ORCID (as URL)
Pampaka, Maria	maria.pampaka@manchester.ac.uk	The University of Manchester	Unspecified

Notes on access:

The Data Collection is available for download to users registered with the UK Data Service. All requests are subject to the permission of the data owner or his/her nominee. Please email the contact person for this data collections to request permission to access the data, explaining your reason for wanting access to do the data. Once permission is obtained, please forward this to the ReShare administrator.

Publisher:

UK Data Archive

Last modified:

14 Jul 2017 08:53

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Mathematics teaching and learning in secondary schools: the impact of pedagogical practices on important learning outcomes

Data description (abstract)

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