We might hypothesise that a learner’s attitude to mathematics is the combined effect of their own personality, the perspectives of their family and friends, the skill of their teachers, the curriculum, the learning resources available, how they are assessed, who they learn with, extra-curricular opportunities and many other factors. These things, in turn, are influenced by policies and funding at national and institution level. Understanding the complex web of connections between these factors is the goal of the cohort studies.
As well as the surveys of students, we will also be surveying parents and teachers to get their perspective on the importance and learning of mathematics. In addition, our team of researchers will be visiting dozens of schools, colleges and universities to observe the different contexts in which students learn. Where the trend analysis will give us national patterns of progression, attainment and participation by sex, socio-economic status, ethnicity and region, the cohort studies will help explain why those patterns occur.