Making Mathematics Count

The Engineering Council UK (ECUK) has warmly welcomed "Making Mathematics Count" (1).

Professional engineering needs:

• A numerate citizenry able to evaluate risk and value.
• A sufficiency of professional engineers who are able to apply established mathematics to day to day problems confidently and accurately.
• A relatively small number of professional engineers who are able to apply mathematics (advanced if necessary) to new ideas and concepts.

ECUK shares Professor Smith's view that his recommendations need to be aligned with the proposals and philosophy of the 14-19 Working Group - for which the engineering community has already voiced its strong support.  ECUK has highlighted three particular concerns about alignment.

Subject and sector framework

The engineering community has already publicly expressed its concern with the 14-19 Working Group proposal to use the Regulatory Authorities' subject and sectors framework( 2 ).

The ECUK does not wish to see engineering or mathematics, or the mathematics curriculum, constrained by this model in terms of learning programmes being designed which fail to recognise the diverse role of mathematics in working lives and the need for flexibility to change direction as careers develop.

Working Group on 14-19 Reform - core

We support the core requirements for all pupils by age 19 to have 'functional mathematics' at level 2.  This will require:

• The nature of 'functional mathematics' to be researched and
• considerable improvement on the current resourcing of school and FE mathematics

Pathways

The engineering community supports the highly flexible model of pathways from age 14, proposed by Tomlinson rather than the "Making Mathematics Count" approach.  A single phase, interlocking diploma framework, stage not age related, together with core and main learning provides opportunity for the mathematically able to progress; for not closing doors to those whom may discover their mathematics interest at a later stage; and for all to make some progress in mathematics.

Alongside flexible pathways, extension opportunities are necessary.  Assessment models need to be reviewed in order to place value on extended learning, for all.

ECUK also offered support for:

• a central voice for mathematics and of a designated high-level post in DfES with responsibility for mathematics
• the need for greater contextualising of statistics and data handling, and integration of uses of ICT
• further research into occupation-related mathematics for skills requirements
• high priority being given to the adequate provision of appropriately qualified and supported teachers of mathematics
• the recommendations for substantial subject-specific Continuing PD provision for teachers of mathematics

Supporting all 14-19 Working Group thinking, ECUK sees the opportunity to loosen restrictions on who may teach, at what level, and where.  In a more flexible system, there may also be increased opportunity for professional engineers to contribute to the teaching of mathematics.

Notes

1. In July, 2002 the Government announced that there would be an Inquiry into post-14 mathematics education.  Professor Adrian Smith FRS, Principal of Queen Mary, University of London, was appointed to chair the Inquiry.

www.mathsinquiry.org.uk

"Making Mathematics Count" (the report of the Inquiry) was published in February 2004, shortly after the Working Group on 14-19 Reform published its Interim Report.  The two reports are closely connected.

2.  The engineering profession in the United Kingdom comprises some 266,000 Registered Engineers and Technicians and is regulated by the ECUK through 35 engineering Institutions (Licensed Members) who are licensed to put suitably qualified members on the ECUK's Register.