Evaluating core maths—a new and important addition to the post-16 maths curriculum in England

Dr Matt Homer

Background

It is well known that England is an outlier when it comes to post-16 participation in mathematics (Hodgen et al, 2010; Hillman 2014). As part of a wider ‘overhaul’ of the school mathematics curriculum (DfE, 2013), one potential policy solution to this problem is Core Mathematics, a new post-16 level 3 mathematics qualification equivalent in size to an AS level, but studied over two years. The new qualification was made available for ‘early adoption’ to begin teaching in September 2014, and was rolled out nationally a year later.

Core Mathematics is a very important and unusual addition to the post-16 curriculum landscape, particularly as mathematics is seen by government and many other stakeholders as such an important subject in terms of ensuring the economic success of the nation (Royal Society, 2014). However, there are big challenges to its success – will students, teachers, schools, Higher Education and employers, amongst others, value it enough to guarantee its long term future?

Developing an evaluation of core maths - this seminar

In this seminar, we want to discuss and inform the development of our proposal to assess how well Core maths is doing since its national roll-out. The overall aim of the project is to assess the early success or otherwise of this important and innovative new qualification, and to make suggestions as to how the government and other agencies can act to ensure its long term success.

We want your input on the best approaches to succeeding in our aims:

• What methods should we use and what groups/stakeholders should be talk to?
• What do you think are the best approaches that will ‘work’ in schools given the current pressures they are under?
• What should we do in terms of data collection - what do you think works well and what doesn’t?
• What types of data will please funders?
• Who isn’t usually involved in educational research related to curriculum reform but should be?

Obviously, we have already thought about all these issues but for now we don’t want to prejudice your input with details of our current thoughts. During the seminar, we will give more of the policy background, and our current plans will be described and hopefully further developed.

References

• DfE. 2013. Introduction of 16 to 18 core maths qualifications, DfE, London.
• Hilman, J. 2014. Mathematics after 16: the state of play, challenges and ways ahead, Nuffield Foundation, London
• Hogden, J, Pepper, D, Sturman, L, Ruddock, G. 2010. Is the UK an outlier? An international comparison of upper secondary mathematics education, Nuffield Foundation