Progression to Higher
Education: How Important
is A level Mathematics?
FMSP Central Coordinators
(HE Liaison)
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Kevin Lord (FMSP Programme Leader)
Claire Baldwin
Paul Chillingworth
Chris Saker
The Further Mathematics Support
Programme
Session Outline
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Entry requirements to HE
Research findings
Discussion Groups
The activities of the FMSP relating to HE
Opportunity for questions
Most popular A level subjects
2014 A level entries by subject
Schools offering Further Mathematics
Current Entry Requirements
Maintaining records of entry requirements for 827
courses across 15 subjects:
 Mathematics
 Chemical Engineering
 Physics
 Civil Engineering
 Chemistry
 Mechanical Engineering
 Biology
 Computer Science  Electrical Engineering
 Economics
 Aeronautical and
 Psychology
Aerospace Engineering
 Geography
 Business Studies
 Medicine
These records are updated on annual basis.
Entry requirements
• For each course, entry requirements relating to
Mathematics and/or Further Mathematics considered,
along with STEP/AEA/MAT requirements for Maths
degrees
• Each course placed into one of four categories:
1.
2.
3.
4.
Required
Preferred / Recommended
Mentioned (often in a long list of subjects)
Not mentioned
• Classifications inform key aspects of our work e.g. HE
Liaison meetings
Exemplar Entry Requirements
Requirements which promote Further Mathematics:
Typical offers are:
• AAA or A*AB
• AAB or A*BB or A*AC, including Further Mathematics Alevel
• AAB or A*BB or A*AC, PLUS Grade A in AS-level Further
Mathematics
In all cases, the first grade quoted is the Mathematics Alevel.
Leeds University, Mathematics
Exemplar Entry Requirements
Requirements which promote Further Mathematics:
We encourage you to take A-level Further Mathematics if it
is available to you, and we collaborate with the Further
Mathematics Support Programme. Whilst we don't give an
explicitly lower offer for people taking Further Mathematics,
we will take it into account if you narrowly miss our offer.
Queen Mary, University of London, Physics
Exemplar Entry Requirements
Requirements which promote Mathematics:
Our typical offers for students who are studying 3 A-levels
are:
• ABB for students taking Chemistry, Physics and
Mathematics
• AAB for students taking Chemistry with at least one
other science subject or Mathematics
• AAA for students taking Chemistry with no other science
subject or Mathematics
Southampton University, Chemistry
Exemplar Entry Requirements
Requirements which promote Mathematics:
• Typical Offer: A*AA
In exceptional circumstances we may make a slightly lower offer
(typically AAA)
• A level subject requirements: Mathematics at grade A or
above. A* can be in any of the three A levels.
• Preferred subjects: Apart from Mathematics there are no other
essential requirements. We prefer traditional A level
subjects. Further Mathematics is highly desirable
• Last year, besides Mathematics and Economics the top 5 subjects
taken by successful candidates were: Further Mathematics 25%,
Physics 23%, History 12%, Chemistry 12%, Geography 11%
University of Bath, Economics
HE Liaison visits
• Shortlist of ‘target’ courses identified – aim to encourage
an upwards rating change for Maths or FM e.g. from 3 to
2.
• Face to face / phone meetings
• Liaison also with subject organisations, for example the
Institute of Physics, the Royal Society of Chemistry and
the Engineering Professors’ Council.
HE Liaison Findings
• Approximately half of the courses we liaised with agreed
to work towards a change in their entry requirements to
increase the demand for Maths/ FM
• ….but, a reluctance in some universities to deter student
applications by making Maths a requirement, where it is
not currently
• Enthusiasm from HEIs for making the mathematical
content of degree courses more visible and providing
exemplar materials
• HEIs want to support schools in helping students
understand the progression routes possible with A Level
Maths
Entry to Mathematics Degrees
Admissions to HE with Further Maths
Mathematics
Physics
Electrical eng
Mechanical eng
Chemical eng
Civil eng
Computer Science
Chemistry
Biology
Medicine
Economics
0.0
25.0
A level FM 2013/14
50.0
75.0
A level FM 2010/11
100.0
2013 Course Requirements vs
Acceptances (A level Further Maths)
Subject
Further Mathematics
% courses requiring
(preferring) 1
% students accepted 2
Mathematics
9% (28%)
59.6%
Physics
0% (2%)
36.1%
Aerospace Engineering
0% (17%)
23.4%
Mechanical Engineering
0% (7%)
22.5%
Chemical Engineering
0% (16%)
19.9%
Economics
0% (4%)
14.8%
Computer Science
2% (4%)
11.6%
2013 Course Requirements vs
Acceptances (A level Mathematics)
Subject
Mathematics
% courses requiring
(preferring) 1
% students accepted 2
Chemistry
10% (4%)
71%
Economics
25% (8%)
69%
Computer Science
25% (15%)
43%
Biology
0% (0%)
38%
Geography
0% (2%)
20%
Psychology
0% (7%)
18%
Business
0% (0%)
15%
Evidence from Research
“There should be clear signalling to the preuniversity sector about the nature and extent of
mathematical and statistical skills needed in
undergraduate degree programmes. As part of
this signalling, university tutors should consider
recommending the benefits of continuing with
mathematical / statistical study beyond the age of
16.”
Mathematical Transitions, HEA, 2014
Evidence from Research
“There is a chicken and egg situation here:
higher education institutions won’t make post-16
maths a required qualification or even provide a
more subtle signal that is necessary or desirable,
because in a competitive market for students to do
so would be to rule out large numbers of
applicants.”
Mathematics after 16: the state of play, challenges and
ways ahead, Nuffield Foundation, 2014
Evidence from Research - Physics
“Even
though I didn’t do particularly well in further maths, I
think it’s prepared me for some of the stuff that we got to do
at the first year of degree level.”
Undergraduate Physics student
“In general, [it’s] harder than expected, especially the
mathematical aspects. I felt thoroughly unprepared for the
mathematics involved coming from only having maths (no
further maths) A-level. My peers who did study further
maths were much better prepared.”
Undergraduate Engineering student
Institute of Physics, Mind the Gap, 2011
Evidence from Research - Chemistry
“Several researchers have shown that the best
indicator of Chemistry grades in undergraduate
programmes is not the students’ incoming
Chemistry qualification but their incoming
Mathematics qualification”
Skills in Mathematics and Statistics in Chemistry and
tackling transition, HEA, 2014
Evidence from Research – Social Sciences
“The skills standardly deployed, for example, in the
natural sciences and engineering are no longer
synonymous with or restricted to particular
subjects; these skills are now relevant and
necessary well beyond traditional science,
technology, engineering and mathematics (STEM)
subjects”
Society Counts: Quantitative Skills in the Social
Sciences and Humanities, British Academy, 2012
Evidence from Research
“There is also a period in which Mathematics is not
studied that students face between the completion
of GCSE Mathematics, which was identified as the
common entry requirement for Sociology degree
programmes, and starting their degrees. This can
be at least two years and it should be noted
that…the most common year to place quantitative
methods is year two of a degree programme,
further extending the ‘maths gap’.
Skills in Mathematics and Statistics in Sociology and
tackling transition, HEA, 2014
Discussion Groups
1. Do HE prospectuses and entry requirements
influence students’ choices for A levels?
2. What information and resources would be
beneficial to help raise awareness of the
mathematical demands of various degree
courses?
3. How can the FMSP/MEI encourage and support
HEIs to overcome barriers to recommending or
requiring A level Mathematics or Further
Mathematics?
The work of the FMSP
• Entry requirement analysis and
liaison meetings
• Pages on FMSP website
• STEP/AEA/MAT support
• Medical degree requirement guidance
• Advice and guidance for HEIs
• Resources to support preparation for a range of degree
courses
FMSP Website
 www.furthermaths.org.uk/universities
 Currently pages for Maths, Physics, Engineering and
Biology
 Pages planned for
Chemistry and ‘other’
degrees (to include
Psychology,
Geography and other
non-STEM degrees)
Support for STEP / AEA / MAT
 www.furthermaths.org.uk/step_aea_support
 One day Problem Solving Conferences for students and
their teachers, often held in Universities
 Regular problem solving classes, often held in
Universities
 CPD events for Year 12 Problem Solving and
STEP/AEA/MAT preparation
Medical entry requirement guidance
 www.furthermaths.org.uk/medicine
 General guidance on applying to medical schools
 Advice about the recognition of FM in entry requirements
and the completion of A level Mathematics in Year 12
 Outline of reasons why future medics should consider
taking FM
 Document listing the entry requirements for each medical
school
Advice and guidance for HEIs
 www.furthermaths.org.uk/info_he
 Further Mathematics briefing for Higher Education
 Transition to STEM degrees - Further Mathematics A level
(Mathematics Today, IMA, 2014)
 Links to contact details for local Area Coordinators
 Exemplar entry criteria which encourage Maths/FM
 Case studies illustrating how universities provide support
for developing problem solving
 Plan to trial the facilitation of Transition Forums between
university and school / college staff
Resources to support preparation for a
range of degree courses
 For example www.furthermaths.org.uk/maths-preparation
 Example first year undergraduate degree course outline
with hyperlinked resources
 Suggested wider reading
 Links to STEP/AEA/MAT support and guidance
Links:
 Transition to STEM degrees – Further Maths A level,
Baldwin, C. and Lee, S., Mathematics Today, Dec 2014
http://www.ima.org.uk/_db/_documents/MT%20Dec%201
4%20Further%20Maths%20A-level.pdf
 Further Maths Support Programme (FMSP) Universities
and Careers webpage
http://www.furthermaths.org.uk/universities
 Further Mathematics briefing for Higher Education
http://www.furthermaths.org.uk/docs/Further-mathsbriefing-for-HE-2014.pdf
About MEI
• Registered charity committed to improving
mathematics education
• Independent UK curriculum development body
• We offer continuing professional development
courses, provide specialist tuition for students
and work with industry to enhance mathematical
skills in the workplace
• We also pioneer the development of innovative
teaching and learning resources