Further significant increases in AS and A level Further Mathematics entries

16^th August 2007

AS and A level Further Mathematics entries are up significantly again this year, representing continued success for the Further Mathematics Network in supporting and promoting Further Mathematics across England.

AS Further Mathematics numbers are up from 6292 to 7426, an 18% increase, and A level Further Mathematics Numbers are up from 7270 to 7872, an 8.3% increase. 

Since the Further Mathematics Network started up, Further Mathematics numbers have increased dramatically year on year, resulting in overall increases of 37.6% at A level and 86.6% at AS level since 2004.
These increases are far greater than for any other subject.  This is particularly remarkable for a subject that is universally recognised as being academically demanding.

Further Mathematics is very important to support students going on to mathematics-related degrees involving Sciences, Technology, Engineering or Mathematics (STEM) and those relating to economics and finance.

Now that the Further Mathematics Network has made Further Mathematics tuition available to all students in England, universities are beginning openly to encourage students to take it.  In the past many schools and colleges could not offer Further Mathematics tuition, so universities were reluctant to ask for it, even though they would have liked to, for fear of disadvantaging some students.  More universities are now beginning to see Further Mathematics mentioned on students’ UCAS forms.  In the past it was almost always only the elite Russell group of universities that had applicants taking Further Mathematics qualifications.

Most university courses require a significant amount of mathematics.  As a result of the upsurge in Further Mathematics numbers many more students starting their degrees are much better prepared for what awaits them.

For further comment please call:

Charlie Stripp
Further Mathematics Network Programme Leader, 01392 435604

Roger Porkess
Chief Executive, MEI, 01803 840343

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A-Level Further Mathematics Celebrates Further Increases

13^th August 2007

Further mathematics is expected to be the fastest growing subject at A-level again when results are announced later this month.

The Further Mathematics Network is expecting the number of candidates sitting the exam to have increased significantly this year, meaning they have increased from 6,000 to 8,000 in just three years. The increase in numbers sitting AS-level Further Maths is even more impressive – up well over 50 per cent in the same period.

Charlie Stripp, Further Mathematics Network Programme Leader said, “This is great news because it means that these students will be better prepared when they go on to mathematics, science or engineering degrees. Further Mathematics is a very demanding qualification that can stretch and challenge the best students and can make a real difference to students’ understanding of the subject.”

He added that he was pleased to see Further Mathematics being offered to students from all socio-economic backgrounds. “Currently, only a fifth of A-level students attend independent schools, but over a third of Further Mathematics entries are from students in this sector. I am delighted that the Network can now provide tuition to any A-level student if they cannot study it at their school or college.”

The number of entries for Further Mathematics A-level has remained steady for many years, whilst overall student numbers have soared. This has meant that universities have become reluctant to ask for Further Mathematics qualifications even though they would prefer students studying for mathematics-related degrees to have them. This is because they knew that most students could not access Further Mathematics tuition in their schools and colleges. At the same time, 40 per cent of those sitting A-level Mathematics now achieve a grade A, making differentiating between the very best students a serious problem for top universities

Celia Hoyles, Chief Mathematics Adviser to the government said, “The increase in A-level Further Mathematics in just three years is an astonishing achievement. It will make a huge difference both to the students going on to university and to the departments who will be teaching them. But over the next 10 years, I would still like to see this number double.”

The Further Mathematics Network was set up in 2005 and aims to re-introduce Further Mathematics as an A-level option to all sixth form students. It builds collaborations between schools, colleges and universities to bring together interested students to create groups in which the subject can be taught. The Network now has 1,300 schools registered either for tuition or support for Further Mathematics teaching, and several schools have already begun teaching the subject again as a result.

The increases are not just welcomed by mathematics departments, but also by other mathematics-rich subjects such as physics and engineering.

Dr John Morton, Chief Executive of the Engineering and Technology Board said, “The Further Mathematics Network is doing an excellent job.  Engineering relies heavily upon mathematics so that, when students begin an engineering course with a Further Mathematics qualification, whether at A-level or AS-level, we find they are significantly better prepared to manage their studies.”

Notes for Editors

1. The Further Mathematics Network is a government-funded initiative, supported by the Department for Children, Schools and Families and is managed by Mathematics in Education and Industry, an independent charity that supports mathematics education.  It was set up following a successful 5 year pilot project that was developed by MEI and funded by the Gatsby Charitable Foundation.

2. The Further Mathematics Network involves schools, colleges and universities working together collaboratively to widen opportunities for students.  It uses a blended learning strategy that employs intensive tutorial input alongside independent study that is supported by extensive, purpose-written, online resources.  This model is proving very successful and, suitably adapted, could be used by other high-value shortage subjects such as physics and modern languages.

3. Further Mathematics reinforces the content of the standard AS/A-level Mathematics and introduces students to fundamental concepts such as complex numbers and matrices, which are vital for many mathematics related degrees.

4. Case studies of students who have been able to study Further Mathematics because of the Network are available.

5. For more information please contact Charlie Stripp on 07771 864 507 or by email at charlie.stripp@mei.org.uk.

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Newly completed network provides access to Further Mathematics throughout England

7^th September 2006

The start of the new school term sees the DfES-funded Further Mathematics Network fully up and running. Established well ahead of schedule, it will be able to provide access to AS and A-level Further Mathematics to any student at an English school or college – the first time this has been possible for many years. This year’s record rise in those taking the subject would not have been achieved had this network not been created.

“Further Mathematics had been in a state of serious decline until the Department funded a nationwide network of Further Mathematics Centres. The Further Mathematics Network can justifiably claim to have had a significant impact, not only on entries to the subject, Further Mathematics, but also on participation in mathematics more generally. What is the key to the Network’s success? There will of course be no simple answer since outcomes of any process are always due to many interacting influences but I identify a few: a real need for the intervention that was supported by mathematics teachers and the mathematics community as well as Government, expert and committed leadership and coordinators, and an ability to think 'out of the box' in the face of the problem of decline: that is not to take the decline as inevitable but rather proactively to find a solution by coming up with a judicious mix of high quality materials, distance learning and face to face mentoring.
I hope that the change in fortune of Further Mathematics marks a new era for the country in which more and more people continue to engage with and to enjoy our subject.”
Professor Celia Hoyles, DfES Chief Adviser for Mathematics

“Further Mathematics is vital to stretch and inspire mathematically able students and a very valuable qualification for all who wish to take maths-related subjects at university.  The work of the Further Mathematics Network in ensuring that all students have access to study Further Mathematics means that more students will be able to make the most of their mathematical potential.”
Professor Adrian Smith, Principal, Queen Mary College, University of London.
Author of the Smith Inquiry report on Post-14 Mathematics education ‘Making Mathematics Count’, February 2004

The country needs more young people to study more mathematics and go on to take mathematics-related degrees in subjects like engineering, sciences, computing, economics, etc, as well as mathematics itself. These subjects drive the economy and generate knowledge and innovation.

The Further Mathematics Network is helping to make this happen. Students that have taken Further Mathematics are much better prepared for the transition to university level work in mathematics-related subjects and universities recognise this.

“If we are to compete effectively in a global economy the country needs more graduates in Science, Technology, Engineering and Mathematics.  These subjects are completely dependent on students being fluent and confident in mathematics.  Students who have studied Further Mathematics before they go to university are very well-prepared to deal with these maths-related degrees.  This year’s A-level figures show that the work of the Further Mathematics Network in promoting AS/A-level Mathematics and Further Mathematics, and giving all sixth formers the opportunity to study Further Mathematics, is already having a very positive effect.”
Sir Peter Williams, Chair of the Advisory Committee on Mathematics Education (ACME)

"It was only when I did further mathematics at school that I got a first glimpse of what mathematics was really about. The Further Mathematics Network has the potential to provide an exciting bridge between mathematicians in University at the cutting edge of their subject and the next generation of mathematicians coming through school."
Professor Marcus du Sautoy, University of Oxford

As a result of its very successful pilot and start-up phase, the Network has already achieved one of its major goals, by reversing a quarter of a century of decline in the numbers taking AS/A level Further Mathematics.

Since 2004 AS-level Further Mathematics numbers have risen by 58%, to 6292, and the knock-on effect is now being felt at full A level Further Mathematics, with numbers rising by 22.5% this year, to 7270. These are by far the largest percentage rises for any AS/A level subject.

Now that the Network is operating throughout England, next year’s figures are predicted to be even higher.

The Further Mathematics Network, which is managed by the independent curriculum development body Mathematics in Education and Industry (MEI), has achieved these exceptional results by promoting the subject; by providing resources students and teachers really need and, most importantly, by ensuring that all students have the opportunity to study Further Mathematics, even if their school or college can’t offer it.

The Further Mathematics Network is also raising awareness of the benefits of studying both Mathematics and Further Mathematics amongst students, parents, schools, colleges and universities. This is encouraging GCSE pupils to go on to study Mathematics and Further Mathematics in the sixth form, and inspiring sixth formers to take mathematics-related subjects at university.

The Further Mathematics Network consists of 46 regional Centres, each with its own manager to coordinate activities at a local level. It enables schools, colleges, local authorities and universities to work together to support students studying Further Mathematics.

Centres offer support to all schools and colleges. Those that are not able to offer Further Mathematics themselves, perhaps because numbers are small or there are no available teachers, can arrange for their students to be taught by one of the Centre’s tutors. Tuition is based upon a blended learning approach. Regular face to face lessons, often with students from other schools and colleges, are backed by the use of extensive online resources developed by the Network. Students are supported by their tutors between lessons, often via e-mail, and they attend revision days to help them prepare for exams.

The Network also supports schools and colleges that are already teaching Further Mathematics by offering free resources, opportunities to attend enrichment and revision events, and continuing professional development for their staff.

“In an ideal world all students would be able to study Further Mathematics in- house; however for many schools and colleges that simply isn’t possible. We are now able to fill this gap, extending this opportunity to all students.
We also want to stop Further Mathematics being viewed as only suitable for the very best Mathematics students; taking at least AS-level Further Mathematics can help any student going on to take a mathematics-related subject at university.”
Charlie Stripp, Further Mathematics Network Programme Leader

“In the 5 years that Teign School has worked in collaboration with the Devon FM Centre, our students have gradually become better independent learners. Knowing that they meet up with their FM Network tutor just once a week for a tutorial, has kept students on their toes, with weekly targets to focus on. With support from the Devon FMC, we now have six staff on our mathematics team involved with delivering some part of AS or A2 Further Mathematics modules. This has made a real contribution to the positive mathematics culture within the department and within the school. ”
Chris Marchant, Head of Mathematics, Teign School

The local Centres are themselves supported by a Central team that provides leadership and training, as well as extensive teaching and administration resources. They also monitor progress, which has been rapid over the last year since funding was received to turn a small scale pilot into the national network.

Over 500 students received tuition through the Network in the last year. All schools and colleges are encouraged to register with a local Centre, and so far around 600 have done so. More than half of the universities in England are also actively involved, many playing a key role in administering and managing their local Centre.

The Further Mathematics Network arose out of a particular need, but it has the potential to make a much wider impact on our national education system. It is demonstrating how it is possible for different educational establishments to work constructively together and the benefits this brings.

“Top Universities want mathematics students who have studied Further Mathematics at A level. At Warwick we are very happy to support the Further Mathematics Network in its efforts to make sure that students from all schools and colleges have the opportunity to do this.”
Professor Colin Sparrow, Chair of Mathematics Department, University of Warwick

“The University of Chester is pleased to be part of the national Further Mathematics Network- widening choice for A level Mathematics students.
More students studying more mathematics is good for the UK and for student employability.
The University of Chester rewards applicants offering a Further Mathematics qualification with double UCAS points for their Further Mathematics grade.
Neville Ford, Professor of Computational Applied Mathematics, University of Chester

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Background

What is Further Mathematics?

Further Mathematics is an AS/A level qualification designed to be taken alongside the standard AS/A level Mathematics. It has its own content that reinforces, broadens and deepens the mathematics covered in the standard A level.

At AS level Further Mathematics introduces students to new topics and big mathematical ideas (e.g. complex numbers and matrices) that will be very important on mathematics-related degree courses.

The full A level Further Mathematics is a deeper qualification, designed to stretch and challenge the most mathematically able and help them to realise their full potential.

Studying Further Mathematics often results in students doing better in their standard Mathematics, partly because they become much more mathematically fluent.

Why is the Further Mathematics Network needed?

• Numbers of students taking Further Mathematics qualifications fell from around 15000 in the early 1980s to 5000 by the late 1990s. This decline was brought about by a vicious downward spiral.
• Some schools and colleges stopped offering Further Mathematics because small class sizes are expensive to teach and there is shortage of suitably qualified staff.
• Universities realised that many students could not have access to Further Mathematics and so felt they could no longer specify it as an entry requirement.
• So schools and colleges felt universities no longer wanted Further Mathematics and more stopped offering it.
• And so on…

By the late 1990s very many schools and colleges, particularly in the state sector, had stopped offering Further Mathematics qualifications to their sixth formers, causing a serious equal opportunities issue.

What are the origins of the Further Mathematics Network?

In response to this situation Mathematics in Education and Industry (MEI), an independent curriculum development body, obtained funding from the Gatsby Charitable Foundation to set up a pilot programme to address the problem. The aim was to investigate how Further Mathematics could be taught effectively to students when their own schools and colleges could not offer it directly themselves. The vision was that Further Mathematics could then be available to all students who would benefit from it. The pilot programme began in 2000 and proved to be extremely successful. Starting with two Centres, by 2005 it had grown to eleven as more universities, schools, colleges and Local Authorities saw how successful it was and volunteered to get involved.

The main conclusions from the pilot were as follows.

• It is possible to tutor Further Mathematics students very effectively using a blend of face-to-face and distance learning techniques, including web-based materials.
• The best delivery model depends on local circumstances.
• Students acquire study skills that will really help them at university.
• Schools providing students report improvements in mathematics throughout the age range.
• Many teachers whose students are involved benefit from informal professional development.

At the end of the pilot the DfES funded MEI to replicate it across the whole of England. The national Further Mathematics Network was launched in Spring 2005.

How is the Further Mathematics Network funded?

There are two funding streams:

The setting up of the Further Mathematics Network is funded by the DfES as part of its response to ‘Making Mathematics Count’, the report of Professor Adrian Smith’s inquiry into post-14 mathematics education.

Further Mathematics Centres also receive funding for each student they tutor. This is paid to the Centres by the schools and colleges whose students they are tutoring, using their standard Learning and Skills Council funding.

How does the Further Mathematics Network work at a local level?

There are 46 Further Mathematics Centres. They have a regional identity, rather than ‘belonging’ to a particular institution. Each Further Mathematics Centre has a Fund Holder, which is a school, college, university or local authority that administers the funding locally and employs a local Further Mathematics Centre Manager, usually on a half-time contract. Each Further Mathematics Centre is overseen by a local Management Committee, made up of expert representatives from local stakeholders and a member of the Further Mathematics Network Central Management Team, employed by MEI.

Further Mathematics Centre Managers are responsible for promoting the study of Mathematics and Further Mathematics and ensuring that all students in their regions have the opportunity to study Further Mathematics. They do this by encouraging schools, colleges and universities to work together and by organising external tutoring for students at schools and colleges that do not teach Further Mathematics themselves.

All secondary schools and colleges are encouraged to register with their local Further Mathematics Centre. Registration is free and enables registered schools and colleges to access extensive online resources to support the teaching and learning of Further Mathematics.

How is the Further Mathematics Network supported by online resources?

MEI has developed over 20 000 pages of well-structured online resources to support the teaching and learning of AS/A level Mathematics and Further Mathematics. These resources give strong support to teachers and enable students to work more independently. They provide a key element in supporting Further Mathematics by giving a clear structure for teaching and learning to take place effectively, even if contact time between students and tutors is limited.

What else is the Further Mathematics Network doing?

As well as their role in directly supporting the teaching and learning of Further Mathematics, Further Mathematics Centres are actively engaged in supporting mathematics in their regions in other ways by

• Supporting the standard A level Mathematics through regional revision days. In the last year over 50 such events were organised through the Further Mathematics Network at universities all over the country.
• Running enrichment events for pupils at Key Stage 4, to help motivate more pupils to continue with mathematics in the sixth form. One event in Wiltshire was attended by over 300 pupils.
• Supporting mathematically able Key Stage 4 pupils to study ‘Additional Mathematics’. This Free Standing Mathematics Qualification extends GCSE Mathematics and is an ideal way to encourage mathematically able students to go on to study mathematics in the sixth form.

The involvement of local universities in hosting events is a great attraction for school/college students, who are really motivated and inspired by the chance to engage with learning mathematics in a university environment. Some Further Mathematics Centres are beginning to use university undergraduates and research students to help support Further Mathematics students and they are proving to be very good role models.

The Further Mathematics Network already provides free resources, advice and support for teachers of A level Mathematics and Further Mathematics. Informal professional development is already happening through the Further Mathematics Network, by teachers attending revision days and liaising with their local Further Mathematics Centre over teaching Further Mathematics. This year 30 teachers are taking part in a pilot Professional Development Programme, Teaching Further Mathematics.

In future the Further Mathematics Network plans to work with the National Centre for Excellence in Teaching Mathematics (NCETM), to help facilitate continuing professional development (CPD) for teachers of AS/A level Mathematics and Further Mathematics.

Another area where the Further Mathematics Network can do very worthwhile work in future is in links with industry. Some Further Mathematics Centres are already exploring possibilities.

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Fantastic news for Further Maths: This is by far the most important story from this year's A level results.

17^th August 2006

AS and A level Further Mathematics entries are up dramatically, thanks largely to the efforts of the Further Mathematics Network in supporting and promoting Further Mathematics across the country.

AS Further Mathematics numbers are up from 5054 to 6292, a 24.5% increase following on from a large increase last year. Over the past two years numbers have increased by a staggering 58%.

A level Further Mathematics numbers are also substantially up, with a 22.5% increase, showing that the increase in AS numbers from last year is being translated into increased A level numbers this year.

Another encouraging feature of the figures is that girls significantly outnumber boys among the new students.

A level Mathematics numbers are also up by 5.8%, so the news for mathematics is excellent all round.

This is crucially important for the future of country as a whole. A high level of mathematics is needed by students going on to degrees in subjects such as engineering, sciences, computing, economics and finance, which are essential for a competitive modern economy.

For further comment please call:

Charlie Stripp
Further Mathematics Network Programme Leader, 01392 435604

Roger Porkess
Chief Executive, MEI, 01803 840343

See the related news item on BBC online:: http://news.bbc.co.uk/1/hi/education/5259036.stm