MEI Newsletter
Mathematics in Education and Industry
From the Chief Executive
► A level developments
► Core Maths
► GCSE Mathematics Sample Assessment Materials
► New professional development courses for Key Stage 3 and 4
teachers
Inside this issue:
► MEI conference
A level
developments
Now the election is
over, we can be sure
that the new
mathematics A levels
will start for first
teaching from
September 2017. We
are hard at work
preparing the new MEI
specification and
developing extensive,
enhanced new
resources for Integral.
Read more about this
in Stella Dudzic’s
(page 6) and Richard
Lissaman’s articles
later in this newsletter
(pages 6 and 7).
The ‘Cambridge Maths
Education Project’ is
developing free online
enrichment resources
to enhance A level
Mathematics teaching;
MEI is running free
professional
development courses
to promote their use.
Please see Bernard
Murphy’s article (page
5) for more details.
Core Maths
If you are not aware of
it, ‘Core Maths’ is an
important new
qualification aimed at
June 2015
students who pass
GCSE Maths by age
16 but who do not
choose to take AS/A
level Maths. You can
find out more on the
Core Maths Support
Programme’s
website.
The first examinations
in Core Maths take
place in summer 2016.
‘Early Adopter’ schools
and colleges are
already teaching Core
Maths and many more
will start to do so from
this September. MEI
has developed a large
bank of free resources
to support Core Maths,
along with CPD
courses to help
teachers. Please see
Stella Dudzic’s and
Terry Dawson’s
articles (pages 6-7) to
find out more.
I think Core Maths is a
really important
development that can
improve the maths
education of the nation
and I hope that it
quickly becomes
established as an
important qualification
that is highly valued by
higher education and
employers.
GCSE
Mathematics
Sample
Assessment
Materials
There has been
considerable
controversy over the
Sample Assessment
Materials (SAMs) for
the new mathematics
GCSE that were
published by the
awarding organisations
during the Autumn
term. The SAMs
seemed to be
inconsistent with one
another, both in terms
of difficulty and in how
they had interpreted
the new curriculum.
Serious concerns were
expressed to Ofqual by
the maths community,
including by MEI. I am
pleased to say that
these concerns were
taken seriously by
Ofqual, who undertook
detailed research to
compare the different
SAMs. As a result of
this research, the
awarding bodies have
been given additional
guidance and asked to
develop new SAMs by
the end of June.
Continued on page 2
MEI Conference
2
Teaching Advanced
Maths 2015-16
4
FRESH professional
development
5
The Cambridge
Mathematics
Education Project
5
New A levels in
Mathematics and
Further Mathematics
6
Core Maths and Core 6
Maths CPD
New Integral online
resources for A level
7
Trialling resources for 7
MEI FP1
Teaching Statistics
8
Post-16 GCSE Maths 8
contextualisation
toolkit
Maths Pipeline
8
NANAMIC conference 8
London Maths Hubs
conference
9
Douglas Quadling
OBE
9
FMSP Update
10
Page 2
MEI Newsletter
GCSE
Mathematics
Sample
Assessment
Materials
(con tin ued fro m
page 1)
I advise schools not to
rush into a decision
about which GCSE
Mathematics
specification to
choose (the decision
does not need to be
made for some time
since the new
qualifications will not
be examined until
summer 2017), and to
base their decisions
on the level of service
offered by the
awarding body, rather
than on any perceived
differences in difficulty
of published SAMs.
New
professional
development
courses for
Key Stage 3
and 4
teachers
MEI
conference
This year’s MEI
Conference is at the
University of Bath and
the programme is
looking very exciting.
MEI has developed a
new suite of ‘FRESH’
CPD courses aimed
at secondary maths
teachers.
Places and sessions
are filling fast!
Like all MEI courses
they are both
practically focused on
the classroom and
mathematically
inspiring! See Debbie
Barker’s article (page
5) for more details.
See Bernard
Murphy’s article below
for more details.
Charlie Stripp
Chief Executive
Email Charlie
MEI Conference sponsored by
It’s best to register for
sessions online in
advance—many are
filling up fast! Here’s
just a taster of what’s
on offer:
KS3 and KS4:
► Planning for
The MEI Conference is
coming up and this
year we’ll be at The
University of Bath from
June 25 to 27.
The deadline for
registration is 15 June,
and website
registration is now
closed, so if you wish
to register please email
Lynn Baldock at the
MEI office to enquire
about availability.
Assessment for
learning
►Problem solving at
KS3&4
Pure Mathematics:
►The aspirational
grade E student
As ever we’re excited
about the programme.
In addition to plenaries
from David Bedford,
Hugh Hunt and Neil
Sheldon, and an after
dinner speech from the
ever-entertaining Colin
Wright, we believe
there’s something to
appeal to every
mathematics teacher.
►5 STEP and MAT
questions that could
be used in any A
level Mathematics
class
Continued on page 3
Page 3
J une 2 0 1 5
MEI Conference
(continued from page 4)
Mathematics:
►The mathematics of
sailing
►Revisiting
Mechanics in Action
Core Maths:
►Don't believe
everything you read
in the papers
►Statistical insight
through data
visualisation tools
►Using graphing
technology in GCSE
Maths
►Teaching calculus
using graphing
technology
►Active learning
with GeoGebra
►Statistical insight
The Delegate
Challenge will take
place on Friday, in and
around the exhibition.
We are grateful to
Hodder Education,
Science Studio, Purple
Office and OCR, who
have each sponsored
aspects of the
conference, in addition
to our main conference
sponsor, Casio.
For further details
please see:
conference.mei.org.uk
We look forward to
seeing you at the
University of Bath.
through data
visualisation tools
Education and
Training Sector:
►Connecting
learning to the world
of work
►Improving student
attitudes to maths
A few of the comments
we received at the
2014 conference:
Mathematicians:
►Florence
Nightingale
►John Conway
► Leonhard Euler
Current Issues in
Mathematics
Education:
►New linear A levels
in Mathematics
►Girls & Maths:
issues and solutions
The Exhibition
provides a valuable
opportunity to meet
representatives from
organisations
supporting
mathematics teaching,
and to view
demonstrations and
samples of new
products and services.
“Thank you for an
excellent conference. I
feel as if I have been
on an illuminating
journey of
mathematical
discovery!”
“The MEI Conference
is always inspirational
and every session I
attended was great!”
Beauty and Harmony
“Very impressed with
everything – food,
venue, talks,
organisation,
accommodation.
Fantastic!!”
We’ll also have a
series of sessions to
support you in
developing the use of
graphing technology in
your teaching:
“I have had a fantastic
3 days at the
conference so thank
you all very much. I’ve
learned so much and
had fun too.”
Enrichment:
► 17 wallpaper
patterns
►Music, Maths,
Bernard Murphy
Programme Leader
(Teacher Support)
Email Bernard
Page 4
MEI Newsletter
T e a c h i n g Ad v a n c e d M a t h e m a t i c s ( T AM ) i n 2 0 1 5 - 1 6
“The TAM days always
give me something to
think about and apply
to my teaching and
always help me to
teach in a way that
joins the dots in A level
in ways I have never
seen.”
“The observations
have been supportive
and given me
confidence in my own
teaching as well as
areas to work on.”
“Rather than just
specific resources/
activities, I am
appreciating the new
way of approaching
encouraging students
to deepen their
understanding.”
“By far the best CPD
I've ever been involved
with.”
“The course changed
my thinking about the
way of A level
teaching. I would truly
recommend this
course to all of my
colleagues.”
These are just a few of
the comments shared
with us by teachers
who are currently
studying the TAM
course. We are,
therefore, excited to
announce that we are
now recruiting for the
Masters version of the
2015-16 course.
TAM is run by MEI in
partnership with
universities from
around the country and
provides sustained
high quality
professional
development focussed
on A level Mathematics
subject knowledge and
pedagogy.
The course includes
the following elements.
►8 course days
hosted by one of 6
different universities;
►approximately 20
online sessions
focussed on subject
knowledge
enhancement in the
core units of AS/A level
Mathematics;
►2 developmental
The course costs just
£600 but with a £1200
refund upon
completion as well as
free Masters-level
credits it is clearly
excellent value for
money!
The application form
can be found at
mei.org.uk/tam along
with further information
and frequently asked
questions.
lesson observations
conducted by experts
in A level Maths
teaching;
►3 years’ free access
to the ‘Integral’ online
resources;
►the opportunity to
participate in Applied
Mathematics course
days (Mechanics,
Statistics & Decision
Maths) and online
follow-up sessions;
►unlimited email
support.
Simon Clay
TAM
Co-ordinator
Email Simon
Page 5
J une 2 0 1 5
FRESH professional development for mathematics teachers
specific areas of
practice. The new
family is called
FRESH.
MEI is pleased to
announce the exciting
development of a new
family of professional
development courses
for teachers of
mathematics at Key
Stages 3 and 4.
These courses have
been developed in
response to requests
from experienced
teachers wanting the
opportunity to meet
with others for a day of
inspiring training in
Five one-day courses
are in development.
Each day is standalone
but can be combined
with other titles to form
a complementary and
bespoke programme of
professional
development.
For information about
courses available from
Autumn 2015, please
go to mei.org.uk/fresh
or contact course
leader Debbie Barker.
Please also contact
Debbie if your school,
college or Hub is
interested in hosting a
FRESH day in
2015/16.
Debbie Barker
CPD Coordinator for
KS3 & 4
Email Debbie
The Cambridge Mathematics Education Project (CMEP)
The Cambridge
Mathematics
Education Project
(CMEP) is a new
initiative, funded by a
grant from the DfE,
which aims to enhance
advanced post-16
mathematics
education.
A p r o b l e m f r o m t h e C ME P r e s o u r c e s
The diagonals of the square ABCD meet at O.
The bisector of angle OAB meets
BO and BC at N and P respectively.
The length of NO is 24.
Currently in the
development phase,
the project will provide
innovative resources to
help support and
inspire at
mei.org.uk/cmep.
Dates for next term will
be published shortly. If
you would like to host
this 2-day course for
teachers in your region
please contact me.
Bernard Murphy
How long is PC?
How many ways can you find to answer this
question?
Programme Leader
(Teacher Support)
Email Bernard
Page 6
MEI Newsletter
New A levels in Mathematics and Further
Mathematics for teaching from September 2017
New A levels in
Mathematics and
Further Mathematics
are due for first
teaching from
September 2017.
MEI has produced a
downloadable
PowerPoint to lead
you through the
changes – this is also
available on YouTube.
You will also find
Ofqual’s timelines for
GCSE and AS and A
level change useful;
there is further
information in the
Ofqual blog where
you will also find the
opportunity to sign up
to receive the Ofqual
newsletter.
We are currently
developing new MEI
specifications in
Mathematics and
Further Mathematics.
If you would like to trial
some of the new
assessment questions
we are working on,
please contact Keith
Proffitt.
Keith Proffitt
Curriculum
Developer for MEI
Email Keith
Thinking of teaching MEI Core Maths qualifications?
MEI and OCR will be
running free network
events to provide
information about our
Core Maths
qualifications and
introduce teachers to
the free resources
available for teaching
them. The events will
take place in the
afternoon or in twilight
sessions and will last
approximately two
hours. We could run an
event at your school or
college – as well as the
convenience of us
coming to you, OCR is
willing to pay a small
fee to cover your
expenses in hosting
the event. If you are
interested in hosting an
event in the summer
term, please contact
Stella Dudzic.
Video presentations
from the national
launch of the
qualifications and
lesson videos are
available on the OCR
Core Maths playlist
on YouTube.
Free resources for
teaching the MEI Core
Maths qualifications
are available thanks to
sponsorship from OCR.
If you are intending to
teach the qualifications,
register to gain access
to the resources; these
will be finalised by
September but are
already proving to be a
valuable resource for
the early adopters of
Core Maths.
OCR is running a series
of free half-day expo
events giving updates
about changes to
qualifications.
Presentations about
Core Maths and the
EPQ are included.
Details are on the OCR
CPD hub.
Stella Dudzic
Programme Leader
(Curriculum and
Resources)
Email Stella
Some thoughts on assessment emerging from the
Starting to Teach Core Maths CPD
I have written in
previous newsletters
about some of the
resources MEI has
developed as part of
the Critical Maths
project. You can see
how these free
resources link to the
new Core Maths
qualifications on the
website.
Now that the new Core
Maths Qualifications
are being taught, this
raises the question of
how to formatively
assess the progress
and development of
learners. The practice
of assessment is well
established at GCSE
and A level but Core
Maths is different.
Many of the Core Maths
questions require
students to be able to
do calculations or make
estimates and then use
these to draw
conclusions.
Firstly this raises the
question, what
constitutes a good
answer? Is it the one
which demonstrates
the most complicated
maths? Is it the one
which uses the least
complicated maths and
reaches a valid
conclusion?
Continued on page 7
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J une 2 0 1 5
Some thoughts on assessment emerging from the
Starting to Teach Core Maths CPD (continued from page 6)
When considering this
question at a recent
professional
development session
we came up with the
following list of
attributes:
►Assumptions should
be explained and there
should be a
commentary which
allows the reader to
follow the reasoning
behind the estimate.
►A quick, “good
enough” solution was
better than an overcomplicated timeconsuming calculation.
►There should be
some flexibility in the
magnitude of the
answer for an estimate
- one student may
think a large city has a
population of 250 000
whilst to another it
would be 2 or 3 million.
One approach which
you may wish to
consider when
assessing a topic such
as estimation is to
decide on the key
properties of a strong
solution. Then decide
on the minimum you
would expect from a
weak solution in order
to show any
understanding. Now
decide how an
intermediate solution
would appear and you
have three levels of
progression. This
approach can be used
with many such topics
to provide formative
assessment.
We are hoping to run
some more ‘Starting to
Teach Core Maths’
CPD at the end of the
summer term. This is
suitable for any Core
Maths qualification and
we have been able to
offer the CPD free of
charge this academic
year thanks to DfE
funding and generous
cooperation from
hosting schools. See
mei.org.uk/coremaths-cpd for dates.
Terry Dawson
Curriculum
Developer for MEI
Email Terry
Developing online resources for the new A levels
in M athematics and Further M athematics
Work is well underway
to develop Integral
online resources ready
for the new A levels in
Mathematics and
Further Mathematics
for teaching from 2017.
As you will be aware,
MEI has a significant
role in keeping
teachers up to date
with such curriculum
change and its
implications. This
knowledge and
experience is feeding
into our work to
develop Integral.
As well as the
restructuring of Integral
to match the 2017
specifications and their
new requirements,
expect to see new
teaching activities,
more problem-solving
exercises and some
brand new interactive
resource types
appearing in Integral
soon.
Subscribers will be
able to access
selected new
resources in Integral
when they are
developed.
For more information
about Integral, please
visit
integralmaths.org.
Richard Lissaman
Online Resources
Coordinator
Email Richard
Trialling resources for M EI FP1
We would like to trial
some new resources
for MEI FP1 from
September 2015.
These are in the form
of videos and
interactive
worksheets.
They will be ideal for
teachers who want to
try a flipped-classroom/
blended learning
approach or to support
students who are selfstudying.
If you are interested in
trialling these
materials, or want to
find our more, please
email Tom Button.
Tom Button
Student Support
Leader (FMSP)
Email Tom
Page 8
MEI Newsletter
Teaching Statistics
Teaching Statistics
(TS) is a new
professional
development course
starting in July 2015 for
teachers wishing to
develop their own
subject knowledge and
classroom
practice. The course
aims are as follows:
►to gain a deep
understanding of
statistics as a problemsolving discipline
►to develop statistical
modelling skills
►to develop
confidence in working
with real data using
software
►to improve statistical
subject knowledge
►to build on existing
pedagogical skills
The course will run
from July 2015 to
January 2016 with two
study days, online
sessions and Integral
resources written
specifically for the
course.
There is also an
optional opportunity to
study at Masters level
and gain 30 credits.
Further information and
a link to the booking
form can be found on
the FMSP website or
by contacting Sue de
Pomerai.
Sue de Pomerai
Deputy Programme
Leader
(Further Mathematics
Support Programme)
Email Sue
New post-16 GCSE Mathematics contextualisation toolkit
MEI has produced a
new toolkit designed
for teaching
practitioners involved
in planning and
delivering post-16
GCSE Mathematics.
This is available at
mei.org.uk/
contextualisationtoolkit. The toolkit
encourages greater
use of contexts in post-
16 GCSE maths
teaching and learning.
It supports
practitioners in
developing and using
their own
contextualised
resources, and
encourages them to
share these and to
adapt and use those
that others have
developed.
The toolkit was
developed with funding
from the Department for
Education and in
partnership with the
Association of
Employment and
Learning Providers. In
developing the toolkit,
we worked closely with
a range of providers
from the Education and
Training sector.
This programme is
funded by the
Education and Training
Foundation, and
includes post-16
GCSE Mathematics
and the maths
embedded in
vocational teaching
and learning.
AELP has produced a
similar toolkit for post16 GCSE English
teaching practitioners,
which is available on
the AELP website.
Maths Pipeline
MEI is currently
working with on the
development of guides
and video clips to
accompany a
programme of maths
CPD workshops that is
currently being rolledout by the NCETM.
Details of the
workshops are available
on the NCETM
website. The guides
and video clips will be
available by the end of
July.
Janice Richards
Programme Leader
(Business
Development and
Communications)
Email Janice
N AN AM I C An n u a l C o n f e r e n c e a n d C P D W o r k s h o p s
►City and Islington
College, London
Thurs 2 July 2015
►National STEM
Centre, York
Wed 8 July 2015
Both conferences will
run from 10:00-16:00.
Keynote Speaker:
Rachael Horsman,
Comberton Village
Academy.
Rachael is an Advanced
Skills Teacher, a
Subject Leader in
Education and well
known for creating
interesting resources
which make students
think.
Booking forms and
further information are
available from the
NANAMIC website.
Page 9
J une 2 0 1 5
London Maths Hubs conference incorporating the
second MEI LSEF problem solving conference
curriculum and raising
standards in school
mathematics.
A conference
showcasing the way
London’s six Maths
Hubs and MEI are
working together with
maths teachers across
the capital, supporting
maths teaching,
addressing the
challenges of the new
This event will take
place on 9 July at
Chobham Academy,
Newham. For more
information and to
register please visit the
event web page.
Phil Chaffé
Central Coordinator
(Further Mathematics
Support Programme)
Email Phil
Douglas Quadling OBE
Though Douglas
Quadling was not
specifically an "MEI
man", it is fitting that
we should record, with
much regret, his death
on 25 March 2015 after
a short illness. His
funeral took place in
Cambridge in April.
Douglas was a truly
great man in
mathematical
education, particularly
at school and college
level. The ideals he
espoused and those of
MEI are largely
identical.
Douglas enjoyed a
long career, notably at
Marlborough School
where he was Senior
Mathematics Master
for many years. He
was the author, on his
own or with others, of
countless mathematics
books: far too many to
name even a small
proportion, but those of
us who are old enough
will particularly fondly
remember 'Quadling
and Ramsay' – which
Douglas, with typical
modesty, always
referred to as
"Ramsay's book". But
he is likely to be best
remembered as one of
the four original
progenitors of the
School Mathematics
Project, which truly
revolutionised
mathematics teaching
in Britain. The SMP
can be traced to
conferences at Oxford
in 1959 and
Southampton in 1961,
but the impetus for
driving it forward
famously came from a
meeting in a garden in
Winchester in 1961
between Douglas, H
Martyn Cundy, Tom
Jones and Professor
(later Sir) Bryan
Thwaites.
The 1960s became a
heady period for
innovative curriculum
development; it was
also of course when
MEI was born, among
several other Projects.
Over the years, these
Projects have mostly
served their purpose
and ceased to operate
– MEI being of course
the great and glorious
exception – and the
SMP itself eventually
turned into something
rather different. But this
does not in any way
detract from the
astonishing innovative
insight of Douglas and
the others in setting it
up.
Douglas became a
senior examiner and
eventually Chairman of
Examiners for the
Oxford and Cambridge
Schools Examination
Board and its successor
bodies which led to our
present OCR. In this
capacity he became
very close to MEI.
Several of us, in our
various capacities as
examiners, have
worked with him.
Meetings chaired by
Douglas were always
an intellectual
adventure. It is fair to
say that they sometimes
strayed from the narrow
point under discussion,
but always to go on a
journey that would take
you to unanticipated
rich veins of
mathematical thought
and ideas. No-one can
know how many
examination questions
started out in this way!
He was also in great
demand by the
regulatory authorities as
a leader of research
teams, and was
renowned as an afterdinner speaker at many
mathematical events.
School-level
mathematical education
is the poorer for his
passing.
Gerald Goodall
Chair of MEI’s Board
of Trustees
Douglas Quadling had a
direct impact on my
mathematical
development. He was
involved in setting the
SMP A level
Mathematics
examinations that I took
in 1983. I was fortunate
enough to be introduced
to him about 15 years
later. Incredibly, he was
able to remember some
of the questions from
the 1983 examination
papers!
Charlie Stripp
Page 10
MEI Newsletter
Further Mathematics Support Programme
Senior Team Mathematics Challenge 2014/15
60 STMC regional
heats took place during
November 2014,
organised by FMSP
Area Coordinators and
Associates and by the
UKMT, with
sponsorship from
Rolls-Royce plc. Each
year the competition
grows and this year
1150 schools/colleges
entered a team.
Teams consist of four
students, with no more
than two from year 13.
Of these around 175
schools/colleges were
entering the
competition for the first
time, of which 150
were state-funded
schools.
The challenges and
problems produced for
the STMC provide
excellent materials to
help students to
develop mathematical
problem solving skills.
Past materials are
available from the
FMSP and the UKMT
websites.
The National Final of
the STMC took place
at the Royal
Horticultural Halls in
London on February 3
2015.
The final got underway
with the poster
competition. This year
the theme was
‘Mathematics of the
Solar System’. Details
about the topic were
sent to schools a few
weeks before the final
to enable students to
research and think
about their poster
design.
In the main competition
the standard was very
high, with several
teams picking up
maximum marks in at
least one of the three
rounds.
The Crossnumber
proved to be the most
challenging round this
year, but even it could
not separate the teams
at the top and the final
result was a three-way
tie for first place.
The prizes were
presented by Dr David
Acheson of Oxford
University, who
congratulated all the
finalists on their
outstanding
achievements and
warned them against
dividing by zero.
Prizes were donated
by Dr Andrew Jobbings
of Arbelos Designs,
who also helped judge
the poster
competition.
STMC 2014/15
National Final
Results
1st – Hampton School,
London
1st – King Edward's
School,
Birmingham
1st – Harrow
School
Poster Competition
Results
1st – Dunblane High
School
2nd – Oakham School
3rd – Reading School
Paul Chillingworth
FMSP Central
Coordinator
Email Paul
Continued on page 11
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Better access to A level F urther Mathematics
and problem-solving support
There has been a
great improvement in
the access to Further
Mathematics teaching
over the last 10 years.
Ten years ago the
proportion of all statefunded schools and
colleges in England
offering A levels that
had students taking A
level Further
Mathematics was only
40%.
DfE data show that last
year this proportion
had risen to 66%. The
actual number of
institutions offering A
level Further
Mathematics has risen
by 80% in ten years.
Through a programme
of support to schools
and colleges,
professional
development for
teachers and
promotion of the
benefits of studying
Further Mathematics to
thousands of students
each year, the FMSP
has helped many
institutions to set up
courses and sustain
the teaching of Further
Mathematics.
In an article in
Mathematics Today
Kevin Lord and Charlie
Stripp describe in more
detail the improvement
in access to Further
Mathematics teaching.
Teachers are now
more aware of the
requirements for
students who aspire to
study mathematics and
other STEM subjects
at leading
universities.
In addition to
supporting the
establishment of
Further Mathematics,
the FMSP has
increased its support
for students who wish
to improve their
mathematical problem
solving skills either as
preparation for the
STEP, AEA or MAT
examinations or as
preparation for
university study.
This year the FMSP
has started a number
of regular problemsolving courses.
These take place
either weekly or
fortnightly and use
specially prepared
materials including
starting activities,
worked examples and
student workbooks.
Students attending
these classes are also
provided with the
UKMT book “The
Problem Solver’s
Handbook”.
These courses run for
between 8 and 15
weeks and are often
organised in
partnership with a
university.
The year 12 classes
focus on developing
mathematical problem
solving skills from the
ground up and feature
sample problems from
the UKMT, NRICH, the
Liverpool Fun Maths
Roadshow and the
FMSP. These courses
lead up to students
tackling problems from
the MAT examination.
The year 13 classes
focus on the STEP and
AEA examination
materials with
additional content from
the FMSP. These
classes have been
based in 16
universities and one
school around the
country and have been
attended by more than
250 students.
The FMSP is working
with the NCETM and
the Maths Hubs to
increase participation
in A level Mathematics
and Further
Mathematics.
In March, the FMSP
organised a meeting of
the work group leaders
of the Hubs’ National
Collaborative Project to
increase level 3
participation in
mathematics.
Recommendations
from the UCL Institute
of Education research
into encouraging more
girls to take
mathematics were
shared; this is an
important issue – only
40% of those taking A
level Maths are girls.
For Further Maths, the
proportion is only 30%.
The initial case study
information has been
published and is
available from the
FMSP website. The
FMSP has also
prepared a briefing
document summarising
the findings which
includes DFE
participation data and
this can also be found
on this web page.
Kevin Lord
Programme Leader
(FMSP)
Email Kevin
Mathematics in Education and Industry
Monckton House
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BA14 0XG
Phone: 01225 776776
Fax: 01225 775755
E-mail: office@mei.org.uk
Company registration number: 3265490
Websites:
MEI:
mei.org.uk
FMSP:
furthermaths.org.uk
MEI conference:
conference.mei.org.uk
Integral mathematics resources: integralmaths.org
Facebook:
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Twitter:
twitter.com/MEImaths
twitter.com/MEIConference
About MEI
Mathematics in
Education and Industry
(MEI) is a membership
organisation and a
charity. Since the 1960s,
MEI has worked to
support mathematics
teaching and learning.
Any income generated
through MEI’s work is
used to support
mathematics education.
MEI emphasises
understanding and
enjoyment of
mathematics and also
highlights the
importance of
mathematics in industry
and commerce.
MEI pioneers the
development of
innovative teaching and
learning resources,
including extensive
online materials to
support all major
examination syllabuses.
MEI offers teachers of all
GCSE and A level
specifications a range of
continuing professional
development (CPD)
courses, provides
specialist tuition for
students and works with
industry to enhance
mathematical skills in
the workplace.
There is a network of
MEI branches around
the country, offering
local support for
teachers.
MEI’s popular A level
specification is
administered by OCR,
with MEI taking
responsibility for the
curriculum, and
providing course
textbooks published by
Hodder Education.
support for teachers of
AS/A level Mathematics
and Further
Mathematics in schools
and colleges throughout
England.
MEI manages the
government-funded
Further Mathematics
Support Programme,
providing advice and
© MEI 2015