The IMA is fully supportive of national aspirations to increase participation and achievement in mathematics post- 16. There is strong evidence that a mathematically well educated workforce will enhance the nation’s economic prosperity as well as ensuring that individuals are more likely to achieve economic wellbeing and are well prepared for further study (70% of all degree programmes require some mathematical skills). We also support the development of the Core Maths programme, since it provides a further pathway for post-16 provision.
There have been significant changes to GCSE Mathematics, and further changes to GCE Mathematics are to follow from 2017. In 2000 relatively minor changes were made to A level mathematics. These changes resulted in an 18% drop in the number of students studying the full A-level, with very serious consequences for mathematics in general and in particular for all numerate university courses. This makes it urgent that the present round of changes is carefully monitored to avoid serious and unintended consequences. We believe that our recommendations will help to achieve a smooth transition to the new courses.
Matters for urgent consideration
Post-16 funding
Provide adequate funding for post-16 schools and colleges to offer Core Maths qualifications, A and AS levels in Further Mathematics and AS Mathematics as additional qualifications to a three A level programme. Without this we fear that participation in mathematics post-16 is likely to be seriously diminished. We are particularly concerned for the position of Further Mathematics in this regard.
Mathematics subject committee
Establish a properly resourced national mathematics subject committee to oversee the curriculum development and assessment, in particular the new question styles of the revised mathematics A levels. It is crucial that the assessments especially are fit for purpose, and teachers are well prepared to teach the new programmes effectively. The IMA supports the Royal Society Vision for Mathematics and Science Education report.
GCSE Maths should be a double award
The new GCSE (first awards 2017) is substantially larger than the current GCSE – schools have been advised to teach an extra hour a week and the minimum examination time is 4.5 hours. In school accountability measures the GCSE will be double counted. The new GCSE should be made a double award to better reflect the effort involved, to give parity of esteem with English and science and to give students additional motivation.
Matter of ongoing critical importance
Supply of well-prepared teachers
Much has been achieved in increasing the number of qualified mathematics teachers. Without continuing substantial investment in the recruitment and retention of teachers of mathematics, the aspiration of increased participation post-16 will not be realised. In addition, and very importantly, the new qualifications will require upskilling of the current teaching force, something that also requires substantial investment. This is especially the case with the new Core Maths programme, and the revised GCE in mathematics. Teachers need to be confident in what is expected of them, and we recommend that there should be an expectation that all teachers undertake regular subject based professional updating.
Chris Belsom
Chair of the IMA’s Schools and Further Education Committee
September 2015
