Transcript Introduction to Core Maths

Core Maths
An introduction
Carrie Martin
Bristol Metropolitan Academy
Cabot Learning Federation
“Within a decade the vast majority of pupils will
be studying maths right through to 18”
(Michael Gove, 2011)
International Comparisons in
Mathematics Education: Three studies
Mathematics for HE and Employment:
HEA & Sutton
•What mathematics (level and content) is required in
the workplace today?
•How and why have the mathematical needs of the
workplace changed over time?
•In what ways is mathematics used in today’s
workplace?
•To what extent do specific workplaces have specific
mathematical demands?
•What are the implications of mathematics use in the
workplace for post-16 education?
Does mathematics matter?
• A-level mathematics:
Earnings 7-10%
• GCSE “C”/ Level 2 qualification:
Likelihood of unemployment  7 %
(Dolton & Vignoles, 2002; Layard, McIntosh, & Vignoles, 2002)
Just before Christmas the most comprehensive
survey of global educational achievement ever
conducted showed just how daunting the
challenge is. … But we haven’t been progressing
relative to our competitors; we’ve been
retreating. In the last ten years we have
plummeted in the rankings: from 4th to 16th for
science, 7th to 25th for literacy and 8th to 28th
for maths.
(Michael Gove, National Curriculum Review launch, 21/1/11)
Numeracy performance by age
Participation in upper secondary mathematics
Any Mathematics
>50%
ENG
20-26%
Studying Advanced
Maths
Japan
85%
Taiwan
70%
Korea
57%
New Zealand
41%
Singapore
39%
Scotland
23%
Hong Kong
23%
Sweden
21%
Finland
20%
US (Massachussetts)
16%
England
13%
Germany
8-14%
Russian Federation
1%
Studying Advanced
Maths
Japan
85%
Near
Taiwan
70%
compulsory
Korea
57%
New Zealand
41%
Singapore
39%
Scotland
23%
Hong Kong
23%
Sweden
21%
Finland
20%
US (Massachussetts)
16%
England
13%
Germany
8-14%
Russian Federation
1%
Studying Advanced
Maths
Japan
85%
Taiwan
70%
Korea
57%
“Free choice”
New Zealand
41%
Breadth
Singapore
39%
Flexibility
Scotland
23%
Hong Kong
23%
Sweden
21%
Finland
20%
US (Massachussetts)
16%
England
13%
Germany
8-14%
Russian Federation
1%
New Zealand: Pathways
• Basic ‘Level 1’ Numeracy (and Literacy)
required
• Two ‘different’ subjects at advanced level
– Mathematics with calculus / with statistics
• Mathematics with statistics
– A distinct and separate subject
– Small ‘bite-sized’ units
– Respected and valued by HE / employers
– Strong links to the school curriculum
A-level trends over time
2013
78,000
2002
43,000
2006
48,000
JCQ data for England
14
Progression from GCSE maths to A level maths
Nos (000s)
% going on
to A level
Number
going on to
A level
(000s)
A*
A
B
C
D
38
74%
83
35%
119
5%
198
<1%
125
-
28
29
6
1
-
Progression from GCSE maths to A level maths
Nos (000s)
% going on
to A level
Number
going on to
A level
(000s)
Number
not going
on to A
level (000s)
A*
A
B
C
D
38
74%
83
35%
119
5%
198
<1%
125
-
28
29
6
1
-
10
54
113
197
125
Core Maths Target Cohort
A*
A
B
C
Number
not going
on to A
level (000s)
10
54
113
197
%
3%
14%
30%
53%
Mathematics across the disciplines
Biology
Business & Management
Chemistry
Computing related
Economics
Geography
Psychology
Sociology
A-level
AS or A2
38%
15%
71%
43%
69%
20%
13%
4%
50%
20%
79%
48%
76%
28%
18%
6%
Proportion of Home (UK) students with ALevels who also have A-level Mathematics
2013 (UCAS)
18
What are the needs of HE?
• Mostly GCSE (Biology)
• y=mx+c (Psychology)
• Graphs, modern statistics & numerical
approaches (Geography)
HEA HE Maths Needs / Koenig (2011) / Hodgen & Marks (2013)
Employment:
Simple maths in complex settings
• Mostly GCSE content
–
–
–
–
–
–
Statistics
Multiplicative reasoning
Percentages
Approximation & estimation
Modelling & application
Spreadsheets
• Technology rich
• Collaboration
The solution – Core Maths
• Level 3 Certificate (equivalent to an AS over
two years)
• Focus on problem-solving, mathematical
modelling, real world contexts
• 80% Higher GCSE, 20% Level 3 content
Awarding
Organisation
AQA
Qualification Name
City & Guilds
Using and Applying
Mathematics
Edexcel
Mathematics in Context
WJEC/Eduqas
Mathematics for Work and
Life
OCR
Quantitative Reasoning
(MEI); Quantitative Problem
Solving (MEI)
Mathematical Studies
AQA Level 3 Certificate Mathematical Studies
Compulsory topics
topics all students
should have
confidence and
competence
such as
• data
• finance
Optional topics



statistical techniques
critical path and risk analysis
graphical techniques
Allows teachers to teach
topics that best suits their
expertise
allows students to
study topics
they’re
interested
in
Copyright © AQA and its licensors. All
rights reserved.
Version 3.0
that support
their choices for
further study
Introduction to Quantitative Reasoning
Introduction to Quantitative Reasoning has been developed by
modifying and expanding the content of Introduction to
Quantitative Methods.
Features of this component:
• Modelling
• Statistics
• Finance
• Working with graphs and gradients
• Working with exponentials
• Risk
• Estimation
Edexcel L3 Certificate in
Mathematics in Context
– Applications of Statistics enables students to use data to
understand the world, in readiness for study in many
disciplines
– Understanding of Probability and risk is a vital life skill
with relevance to science, engineering, computer
science, business and finance, gaming and everyday life
– Linear programming develops students’ ability to use
algebra and graphs to model real world contexts
– Sequences and growth extends students’ financial maths
skills and introduces applications of this topic to other
real world phenomena
‘It is essential that students keep up their maths
skills but clearly A-level and AS-level
mathematics aren’t for everybody. Core Maths
gives students the opportunity to maintain and
develop everyday maths skills that will be really
useful to them both at university and when they
start work.’
Dr Deidre Hughes OBE, chair of the National
Careers Council, England
Challenges
• The “FSMQ” problem
– Availability and take-up by schools / colleges
– Respected and valued by HE / Employers
– Valued by students
•
•
•
•
Core Maths needs to be different to GCSE
Attitudes
Teacher supply
Policy changes – GCSE “harder”
Personal reflections
• Teaching Core Maths at King’s Oak Academy
since September
• Core Maths Support Programme
- support
- CPD
- collaboration
• The start of something big
Examples of activities
• Moving averages
• How income tax works
• Using gapminder
http://www.bbc.co.uk/programmes/p00cgk8p
What the students say
• Student voice clips