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Motivating Years 12 and 13 study of mathematics: researching pathways in Year 11

We report a developmental research collaboration, between four teachers in different UK schools and a university team of three, over a period of 21 months, to enthuse Year 11 (Y11) students (age 15, taken from the top 25% ability range as measured through tests and examinations) about mathematics, and encourage their further study of mathematics in Years 12 and 13. Each school used a different pathway to achieve these goals. Teachers were given two hours per week free from teaching, release to attend meetings at the university and £600 for resources of their choice. Each teacher liaised with principal and colleagues in their school and worked with one class of students. They attended nine meetings organised by the university team. The significance of the study was, first, in charting the nature and progress of the differing pathways and, second, in characterising development in teaching and associated issues. The four pathways were as follows: