Elevating A Level Maths

It’s ironic that some pundits are wringing their hands that students could achieve an ‘A’ in this years’ maths A-Level at 55%, while others are bemoaning the fall in sixth formers taking the subject due to a perceived increase in difficulty. Whether the pass mark is higher or lower, there’s no evidence that students are less able. The real worry is that fewer are choosing the subject – and this issue goes far beyond how ‘hard’ this year’s exams are. There’s a perfect storm closing in on maths, which starts way before sixth form. 

Firstly, there is still a fundamental miscommunication about what doors maths can open for students. While the benefits of careers in science and engineering are lauded it seems that the ‘M’ in STEM is often overlooked. Of course, maths is the foundation of most careers in this field, but isn’t called out in particularly edifying terms – especially while it maintains the image that it is a subject only accessible to some. Maths anxiety has been well studied recently, and unlike other subjects students, parents and even teachers quite readily label themselves as someone who ‘just can’t do maths’. It’s a self-fulfilling prophecy. Any perceived increase in the difficulty of the subject will put further weight behind this prophecy.

Next is the issue that teachers are not being supported to deliver their best, too tied up in admin and large classes to support students to achieve their individual goals. It’s recognised that maths is a subject that needs good teaching. The pressure of administration makes it almost impossible for even the best teachers to deliver truly personalised support to pupils. When it comes to maths, a lack of confidence, fear and anxiety means students aren’t as likely to step forward for help. They inevitably become less visible. This is where appropriate classroom technologies can cut admin such as marking and instead deliver real-time valuable insight into students’ progress. Similarly, maths learning technologies have been proven to increase confidence and progress, especially within those classed as disadvantaged. It’ll take a combination of positive communications, a reframing of maths and the support of technology alongside great teaching to elevate maths in the minds of students.