The Post-14 Mathematics Inquiry

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The Report Table of contents Foreword Exec. Summary Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Appendix 1 Appendix 2 Appendix 3 Appendix 4
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Making Mathematics Count

Executive Summary: Purpose of the post-14 mathematics education inquiry; Overview of the report; The importance of mathematics; Supply of teachers of mathematics; Current mathematics pathways; Action on current and future pathways; Support for the teaching and learning of mathematics; National and regional support infrastructure; Conclusion

Chapter 1 - The Importance of Mathematics: Mathematics for its own sake; Mathematics for the knowledge economy; Mathematics for science, technology and engineering; Mathematics for the workplace; Mathematics for the citizen; Increasing mathematical skills; This report; The special position of mathematics; Territorial responsibilities; Government departments and agencies; The mathematics education community

Chapter 2 - The Supply of Teachers of Mathematics: The need for qualified teachers of mathematics; Teacher shortages and their effect on students' performance; The shortfall of specialist mathematics teachers in secondary schools; The shortfall of specialist mathematics teachers in colleges; The shortfall of ITT mathematics trainers; Teacher vacancies; Teacher age-profiles and forecasts of future supply requirements; The decline in post-16 take up of mathematics; Teacher recruitment; Teachers' Remuneration; A summary of additional comments on teacher supply in Wales, Northern Ireland and Scotland

Chapter 3 - Current Mathematics Pathways: The National Curriculum (pre-16); The curriculum post-16; Mathematics qualifications: current progression routes within mathematics; A summary of structures, qualifications and developments in Wales, Northern Ireland and Scotland

Chapter 4 - Action on Current and Future Mathematics Pathways: The Working Group on 14-19 Curriculum and Qualifications Reform; Current concerns over GCSE Mathematics in England; Concerns over key skills and Application of Number (AoN): FSMQs and AS Use of Mathematics; Concerns relating to GCE Mathematics; Concerns with Adult Numeracy; Possible Future Pathway Models for Mathematics 14-19

Chapter 5 - Support for the Teaching and Learning of Mathematics: Continuing Professional Development (CPD) for teachers of mathematics; The need for subject-specific CPD; The ACME report; CPD content and delivery; Key requirements and tasks of a support infrastructure

Chapter 6 - National and Regional Support Infrastructure: Existing and potential providers, networks and initiative; The role of the Numeracy and Key Stage 3 Strategies; The role of Higher Education in supporting Schools and Colleges; The role of Specialist Schools; The role of voluntary initiatives; Support of teachers of adult numeracy; Evaluation and dissemination of research in mathematics education; Remit and responsibilities of the national and regional centres; Funding requirements for the NCETM and the RMCs; The governance of the NCETM and the RMCs; The location and management of the NCETM and the RMCs

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