The Post-14 Mathematics Inquiry

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Questions

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 post-compulsory 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?

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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?

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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?

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Curriculum: What is the core of mathematical knowledge and skills needed by all to function in society and be employable?; Should there be a 14-19 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, 16-18 (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 work-based 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?

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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?

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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?

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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?

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User Requirements

: What subject areas/disciplines (post-compulsory 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?

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For further information and to make comments please see the DfES website: www.dfes.gov.uk/mathsinquiry/