Today we are launching our fourth investigation. This will focus on how to better support students for the maths excellence pathway, having looked at the experiences of students who are underserved by maths education in England in our third investigation. We want to look at how we support and inspire more students to join and stay on the pathway that enables them to meet the needs of the most demanding study and careers in STEM. From our initial Call for Ideas, we heard that there are a number of barriers we could remove and things we could improve to increase the number of young people joining and staying on the pathway that will equip them for further study of and employment in maths. From our Call for Ideas we heard the following:
That although updates to Maths and Further Maths A-levels have generally been well received, and a significant number of students take them, this has not corresponded to higher numbers of students taking maths to degree-level.
That there is a question around whether high-attaining students are stretched enough through their A-level studies and the extent to which they find it enjoyable.
That at GCSE level, introducing coursework or more applied maths content might encourage creativity and enjoyment.
That maths education can feel too theoretical, and making it feel more relevant and applicable to the modern world and different careers might improve enjoyment and uptake.
That more content on data analysis and use of digital technologies might be needed.
So in this investigation, we want to ask:
If you were trying to achieve greater enjoyment of maths for high performing students, what changes would you make to the current curriculum and assessment?
How well do you think the current A-Level Maths and A-Level Further Maths support and stretch students who are interested in taking maths into higher education and careers?
How well do you think the current A-Level Maths and A-Level Further Maths prepare students for undergraduate study of subjects with high mathematical demands?
What changes, if any, would you make to how other subjects are taught to encourage better understanding and use of applied maths?
Do you think there are groups of pupils and students who are capable of being on the maths excellence pathway but are not currently there? What would you change to better support these students?
Please help us think in more detail on these points by contributing your thoughts here.
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