England is making significant strides in shaking off the perception of being “bad at maths” as record numbers of pupils sat A-level mathematics and further maths this summer, with a rise in the percentage of top grades. Maths has always been a popular A-level choice, but this year saw unprecedented levels of participation, with more than 100,000 candidates – the first subject ever to breach that threshold. Further maths has also emerged as the fastest-growing A-level subject.
A Positive Trend in A-Level Maths Education
The increase in top grades is a testament to the hard work and dedication of teachers and students, especially in the post-pandemic era. Dr. Jennie Golding, an associate professor of maths education at University College London, expressed her enthusiasm for the positive trend, attributing it to years of investment and efforts to shift attitudes towards maths education.
“It’s really, really positive to see the increasing number of students excelling in maths at the A-levels,” Dr. Golding remarked. “Teachers and students have been working tirelessly post-pandemic, and it’s heartening to see their efforts paying off. We are also observing a heightened seriousness among young people regarding the opportunities that a strong foundation in maths can open up for them.”
Marcus du Sautoy, the Simonyi professor for the public understanding of science and a professor of mathematics at the University of Oxford, echoed Dr. Golding’s sentiments. He highlighted the importance of digital and mathematical literacy in the modern world and emphasized the need to convert A-level maths students into university-level math enthusiasts.
“The increased number of students taking maths at A-level reflects the recognition that digital and mathematical literacy is crucial in navigating the complexities of the modern world,” du Sautoy stated. “My challenge lies in encouraging these A-level maths students to pursue mathematics at the university level, where they can truly harness the language to steer their destinies in this digital age.”
Specialist Maths Sixth-Forms and Student Success
The introduction of specialist maths sixth-forms, such as the Exeter Mathematics School, has played a pivotal role in nurturing the talents of students like Stanley Rimmer. Rimmer achieved outstanding results with three A*s and one A, paving the way for his future studies in pure mathematics at St Edmund Hall, Oxford.
Rimmer shared his passion for maths, highlighting the thrill of problem-solving and the ever-increasing challenges the subject presents. “I love the problem-solving aspect of maths, knowing that it will always become more difficult,” he expressed. “While waiting for my results, I was nervous but hopeful that my hard work would be reflected in the grades.”
Gender Disparities and the Need for Inclusivity
Despite the overall success and popularity of maths at the A-levels, concerns persist regarding the gender gap in the subject. While there has been an increase in the uptake of maths among both boys and girls, the disparity remains significant, with more boys opting for A-level maths compared to girls.
Dr. Golding expressed frustration at the persistent gender gap, emphasizing the need for continued efforts to promote inclusivity and encourage more girls to pursue maths education. David Thomas, the head of Axiom Maths, echoed these sentiments, acknowledging the importance of addressing gender disparities in the field of mathematics.
“It’s fantastic to see the growing popularity of maths and further maths at the A-levels,” Thomas remarked. “However, we must not overlook the fact that many children are still abandoning maths at the age of 16. Our research has shown that a significant number of high-attaining pupils in primary school are disengaging with the subject as they progress to secondary education.”
Challenges and Opportunities for Maths Education
While the increasing emphasis on maths education is a positive development, there are challenges that need to be addressed to ensure the continued success of students in the subject. Du Sautoy highlighted the need for the UK to align with international standards by requiring students to study maths until the age of 18, a practice followed by many other countries.
“We still have a lot of catching up to do with other countries in terms of math education,” du Sautoy stated. “The UK stands out as an outlier in allowing students to drop maths at 16, whereas most countries mandate the study of maths until students complete their secondary education at 18.”
Dr. Golding remained optimistic about the changing culture surrounding maths education, noting a significant shift in attitudes towards the subject in recent years. “Fifteen years ago, mentioning that I work in maths education would often end conversations. Today, it’s a topic that sparks interest and discussion, reflecting the evolving perception of maths in society.”
In conclusion, the increasing popularity and success of maths at the A-levels signify a positive shift in attitudes towards the subject in England. While there are challenges to overcome, such as gender disparities and concerns about student engagement, the dedication of teachers and students, along with investments in maths education, are paving the way for a brighter future in mathematical literacy and digital proficiency.
