

Questions
 Policy/Strategy 
Parents/learners  Teaching
Resources  Curriculum 
Pedagogy 
Qualifications/Assessment  Role
of ICT  User Requirements 
Input Factors

Policy/Strategy

Why is mathematics important?

Should mathematics retain its central place in and share of the school
curriculum?

Does the UK need an increasing number of people with more than minimum
qualifications in mathematics to remain globally competitive?

Should the pool of those studying mathematics in postcompulsory schooling
be increased and, if so, how?

What is government's role?

What should the regulatory bodies' roles be?

How do funding regimes influence the supply of students?

What role can specialist schools and other initiatives to promote learning
play?

Is there a lack of congruence between particular levels/stages, if so what
needs to be changed?

Should there be greater national effort put into promoting mathematics and,
if so, how should it be focussed?
^ List of questions

Parents/learners

What are the characteristics and expectations of learners entering the supply
chain at each level of attainment?

What are young people's and their parents' perceptions of mathematics  relevance
and difficulty?

Are accountability structures influencing pupil, school and public attitudes
to mathematics (league tables, UCAS points, funding of courses, etc)?

How can mathematics be marketed to attract and retain learners?
^ List of questions

Teaching Resources

Are there sufficient subject teachers for each level of learning now?

Are there potential risks with the age profile of teachers?

How can more suitably qualified applicants be encouraged to enter the mathematics
teaching profession?

What is the turnover of maths teachers? Is this higher than for other subjects?
How can it be reduced?

What factors determine the retention of qualified teachers of mathematics?

Are subject and non maths specialist teachers deployed in the most effective
way?

What should be the basic levels of subject knowledge of mathematics for teachers
of different age groups?

What needs to be put in place to guarantee the continuing professional
development of teachers? And updating of subject knowledge?

Should we be making use of resources from HE such as students as teaching
assistants?
^ List of questions

Curriculum

What is the core of mathematical knowledge and skills needed by all to function
in society and be employable?

Should there be a 1419 curriculum in mathematics with different pathways
for different groups of students?

If there is a wide range of demands should we be seeking to offer a wider
range of curricula earlier; e.g. Key Stage 4, 1618 (or comparable in Scotland)?

Are there clear progression routes between levels?

Is the curriculum pitched correctly at KS4? If not, what changes are needed?

Is the relationship between KS3 and KS4 right?

Should some components be mandatory and some optional at each level from
KS4; if so, what and why?

Is the content of GCE AS and A Level Mathematics pitched appropriately? If
not, why not?

How should applications of mathematics be embedded in the learning of
mathematics?

Can mathematics be made more accessible without compromising its integrity?

Is the delivery of the curriculum being unduly driven by too much assessment?

Will an undue emphasis on the world of work and workbased learning give
a distorted picture of how mathematics ought to be taught and experienced?

Does emphasis on numeracy skills through the acquisition of the Application
of Number qualification distort the true educational needs with regard to
the development of mathematical knowledge, understanding and skills?

Should HE be expected to provide new students from different learning backgrounds
and attainments with a common core of necessary knowledge and skills or should
schools and colleges provide this core knowledge?

Does the content of first degrees provide an adequate and consistent platform
for further study and employment?
^ List of questions

Pedagogy

Are the current styles of teaching most effective?

How can the pedagogic skills of teachers be improved?

How can pedagogy retain the interest of students but ensure they understand
concepts and principles?

What can we learn for KS4 plus from the implementation of the mathematics
strand of the National Strategy for KS3 and, more indirectly, the National
Numeracy Strategy?

Should we be seeking greater consistency across HE curricula and HE approach
to teaching?

Are there other beneficial aids to learning/techniques that are not used
now or could be better used?

How is teaching influenced by the pursuit of qualifications and is this influence
benign?

To what extent does the use of ICT impact on the quality of mathematics teaching?
^ List of questions

Qualifications/Assessment

How and how often should learning be tested/measured?

Is the current amount of assessment right?

Is the current balance between internal and external assessment right?

There is a range of relevant qualifications serving different purposes; how
well are these understood?

Are relevant qualifications consistent with the curricula they are intended
to measure?

Do qualifications measure relevant learning?

What structure of qualification(s) is needed to address fully general, HE
and employment needs at different levels?

Are there gaps or unnecessary/confusing overlaps in the mathematics
qualifications on offer?

Are the internal structures and sizes of qualifications the most appropriate?

Is the GCSE examination itself appropriate? Does it adequately prepare for
GCE Mathematics at one end and for calculation skills at the other end?

Are the traditional AS and A level Mathematics courses appropriate for all
students who already have GCSE Mathematics at C or above?

Is A level Mathematics an adequate preparation for university courses with
a high mathematics requirement?

How can we ensure that the best mathematical minds are not switched off
prematurely through a lack of stimulation and challenge? What role is there
for more advanced qualifications such as GCE Further Mathematics and the
Advanced Extension Award in Mathematics?

Is the current structure of awarding bodies delivering mathematics and numeracy
qualifications the most effective?

Are there options for measuring attainment other than qualifications that
would be acceptable to employers/HE?

What influences do government performance tables and targets have on
qualifications and assessment developments?
^ List of questions

Role of ICT

What is the impact of ICT on the nature of the discipline itself?

What is the impact of ICT on pupils' motivation?

How is ICT used to support pupil learning and what difference does it make?

What further scope is there to develop and effectively use ICT for learning?

How can ICT be better used to support teacher education?

How can ICT be better used as an administrative tool to support
teachers/lecturers, the assessment process etc?

What demands does the use of ICT in mathematics make on teachers?
^ List of questions


What subject areas/disciplines (postcompulsory education) have an interest
in mathematical capability?

What does each of the above need in terms of content at each level?

Can these needs be grouped?

What should be the role of Universities in promoting and enhancing the study
of mathematics in mathematics and related disciplines, and in improving the
interface between secondary and higher education?

Is there a common baseline of knowledge and skills needed by (a) all young
people (b) all those entering HE (c) all those entering HE to study key
disciplines.

What occupational sectors have a mathematical skills requirement?

Within each sector how does this requirement differ at different levels and
between different occupations?

Is there a core requirement?

How do employer and HE needs differ?

Are these needs likely to change significantly over time and can we predict
how over specific periods (e.g. 5, 10, 20 years)?

How can these changes be monitored?
^ List of questions
