Mathematics in other subjects

Nuffield work on post-16 mathematics is focused on the mathematical needs of students across a range of subjects. A significant group (in England) are students not doing an A level in mathematics. Many of these students still need to use mathematics as a tool in their chosen areas of study. In addition to ongoing work on considering alternate mathematical pathways and qualifications, we are looking at strengthening the mathematics available to students within their chosen subjects.

Mathematics resources set within science and social science subjects could support better use of mathematics and provide contextualised resources for the FSMQs.

Mathematics in A level assessments

In April 2012, we published a report on the mathematical content of six A level subjects: Business Studies, Computing, Economics, Geography, Psychology and Sociology.

This complemented a parallel report on the mathematical content of science A levels, undertaken by SCORE (Score Community Representing Education).

Both reports found that these A levels fail to equip students with an appropriate level of mathematical skills. The amount and difficulty of mathematical content varies depending on exam board and student choice of questions. 

The findings have led leading learned societies and education experts to make recommendations for the upcoming A-level reform. 

The reports consider whether the type of mathematics in the examinations was suitable for progression within the subject’s field (type), the proportion of the examination that depended on mathematical knowledge (extent), and the complexity of the mathematical questions (difficulty).

This research establishes a baseline to discuss the quantitative needs of students for higher education and for employment, help influence policy if changes are needed, and provide a valuable steer for curriculum development work.

Nuffield development work

We plan to work with users of mathematics and others with related interests to develop this strand of mathematics in other subjects. Areas of interest include learning from research and international evidence, supporting the collation and sharing of effective practice, and the development of exemplar learning and assessment materials reflecting the mathematical needs of particular subjects. Pedagogical ideas of interest are:

• developing mathematics contextually, which can make it more meaningful and attractive to students;
• considering the processes (such as representing, modelling, problem-solving, analysing, communicating) of mathematics and not just the content;
• adopting a more active or experiential approach which aids and exploits the interplay between concrete and abstract.