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ACME/The Post-14 Mathematics Inquiry Workshop
Post-14 Mathematics Education:
Pathways to Progress
Break out groups: Feedback notes
| Specialist | Foundation
| Vocational |
Intermediate |
What should the 'Specialist' strand set out to
achieve?
Rapporteur: Mike Savage
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Should the aim of A-level maths be to develop understanding and prepare for
the next stage?
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Will QCA's revised criteria improve students' mastery of basic skills and
particularly algebraic techniques?
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Is A-level maths too fragmented under the present modular scheme? How do
we enable students to have an experience of real maths- one that integrates
different topics?
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Is mechanics in decline and in danger of becoming extinct? What can be done
to arrest the decline?
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How can we make it clear which course (which units) students have followed?
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What should the 'Foundation' Strand set out to
achieve?
Rapporteur: Diane Cochrane
For the purpose of this discussion these students were defined as students
entering Key Stage 4 at Entry Level 1, aiming to progress into Level 2
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There should be no ceiling to their studies
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There should be a focus on positive attitudes as a result of the work carried
out in this strand, and an aim to rid feelings of failure
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There should be recognition of the successes of these students and a clear
sense of possible progression up to and beyond 16.
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Pupils should experience success through being challenged; this is not suggesting
that they should achieve success by making it easier)
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Must find ways of motivating these children who do not want to be there
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Consider teaching materials and teaching styles, especially when looking
at repetitive work (doing more of the same is not the answer)
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Appropriateness of work to the age of the students
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Space for learning and giving students time to find out things for themselves;
encouraging investigational work Encourage students to engage in the activities
that are relevant and encourage involvement
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Assessment should be continuous throughout.
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What should the 'Vocational' Strand set out to
achieve?
Rapporteur: Karen Spencer
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Wider overview - schools, colleges & workplace
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"Vocational strand" - appreciation of models, ICT, spreadsheets ->
"Techno-maths curriculum"
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Employers view - need to know what can they do?
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Team approach - vocational expertise / employers / curriculum & maths
specialists ? National Network - CPD & research, resources, investment
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Respectable re-packaging of Mathematics - "Techno-Maths" -> available
to all - at all levels
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Structure - 14-19, post-16 (problem)
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Build confidence for all - provide progression & transfer opportunities
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Develop potential, not label failure
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Association-NAME (Numeracy/Number)
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Maths as a new subject!
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· "TECHNO-MATHS" in-built accreditation of what you can do
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What should the 'Intermediate' strand set out
to achieve?
Rapporteur: Helen Russell
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14-16 must have a curriculum model which allows intermediate pupils to progress
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Any choice at 14 should not be irrevocable
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If a double award GCSE is introduced, it should be done by most of this middle
50%
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We should not separate skills and applications and certainly should not assess
them in separate papers
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Should assessment levels be linked to age?
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Support for stopping league tables - preparation prevents creative and
interesting teaching
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Nature of coursework assessment detracts from best quality in teaching
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Over assessment gets in the way of learning.
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Employers value problem solving more than a 'C' at GCSE
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Perhaps less content but true mastery of that content. Much is too superficial.
16-19 FE FINANCE
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Produce creative thinkers and independent learners
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