Beyond school geography
How do numerate A-level subjects help prepare undergraduate geographers
Bibliographic Data
| ID | 21322048 |
|---|---|
| Authors | Jennifer Norris (0000-0001-9406-570X), Andrew Noyes (0000-0002-8147-0105) |
| Year | 2026 |
| Volume | 111 |
| Issue | 2 |
| Pages | 56-65 |
| Publication date | 2026-05-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Geography (JOURNAL) |
| Journal identifiers | ISSN: 0016-7487 • E-ISSN: 2043-6564 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00167487.2026.2678072 |
| OpenAlex | W7166133380 |
| Language | EN |
| References cited | 11 |
Like many university subjects, geography degrees have quantitative elements that build on students’ prior mathematical competence. Although much work has been done to ensure that relevant mathematical skills are embedded in the curriculum for A-level geography, less attention has been given to the role played by other A-level subjects. Using national higher education data for undergraduate students enrolled on geography degrees in England and Wales in academic year 2021/22, alongside a framework of general mathematical competences, this paper argues that students’ other A-level subjects provide important opportunities for mathematical development, particularly for students without A-level geography and for mathematical competences not included in the A-level geography curriculum. There are therefore opportunities for greater recognition of the breadth of geography undergraduates’ prior mathematical experience, as well as for more deliberate curriculum connections at A-level and beyond
Attitude change · Context (archaeology) · Frequently asked questions · Task (project management) · Geography Education and Pedagogy · Historical Geography and Geographical Thought · Spatial Cognition and Navigation
| Highly cited | No |
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