#mathstoday Brilliant time with @vwheelhouse.bsky.social in session 1 of MEI’s TGM:Live course, discussing use of ratio tables, double number lines and bar models to support GCSE students to tackle ratio problems. Not too late to join this fantastic cohort of teachers: mei.org.uk/teaching-gcs...
![Promoting Inclusive Maths Degrees
I appreciated Cathy Hobbs' article [1] about the work the IMA is doing in response to the paradoxical situation that Maths is the most popular A-level subject while some university courses with lower entry tariffs are under threat due to reduced student interest. A-level grades do not only represent achievement, they also encode a number of extra-curricular factors connected to socioeconomic background, meaning there are extremely capable mathematicians who are not getting the full chance to thrive in the A-level system and might be locked out of becoming professional mathematicians as a result.
One issue is the advice students are being given. Maths teachers have told me they advise students they shouldn't consider maths at university if they aren't on track for an 'A' in A-level Maths, and one said he tells students they can't consider degree-level maths if they aren't taking A-level Further Maths. This stems from a perception that maths is a hard degree, so the advice to study a different subject like finance comes from a kind place.
There are also issues with the perception that maths is a degree that leads to a research career but fewer employment options.
I suspect that some teachers experienced a highly-theoretical degree designed for students with A*/A grades and this is their perception of maths at university. Actually degrees vary consid-erably, with many lower-tariff degrees designed with enhanced student support, a curriculum focused on mathematical practice, and opportunities to develop career skills for the wide range of careers to which a maths degree can lead.
At Sheffield Hallam University we typically see A-level Maths grades ranging from A to D, and only around a quarter of students have some Further Maths. We have a strong track record of students with lower intake grades achieving high quality degree outcomes and developing into excellent graduates with worthwhile careers in mathematical occupations. A recent p…](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:2cztrl4zqdmevgscjlwmjw5k/bafkreiepzhqxwyjcbx5wlhdtbsvp5umvxtmuilisr2gcvnubce2asod6gy)
