Universal Mathematical Literacy in England: A Prime Ministerial Vision for the 21st Century
On 4 January 2023, Prime Minister Rishi Sunak, in his first major speech of the year, shared his vision of an England in which all school pupils would, in future, study mathematics to the age of 18, thereby emulating the majority of OECD countries (Australia, Canada, France, Germany, Finland, Japan, Norway, and the US), where this is already standard practice. Cynics claimed this was merely a diversion from the more pressing problems of the day that demanded immediate attention and also that the concept was by no means new. Similar proposals had indeed been made in the past, but to little effect, by Education Secretary Michael Gove in 2011, the House of Lords Science and Technology Select Committee in 2012, and Education Minister Liz Truss in 2014. Whatever you may think of the timing of Sunak’s most recent proposal, the status quo is by no means acceptable. According to the UK Government’s own figures, around half of 16-19-year olds do not study any maths at all, 60 per cent of disadvantaged pupils do not have basic maths skills at age 16, and around eight million adults in England have the numeracy skills of primary school children.
The rationale behind the latest announcement seems to be that people need “to feel confident” with their personal finances as well as to be suitably equipped for ‘jobs of the future’-appropriate to an increasingly knowledge-based, and data- and-analytics-driven economy. The A-level mathematics curriculum, as currently taught to pupils between the ages of 16 and 18, is not entirely relevant for those who have chosen alternative qualifications (Core Maths, BTEC, T Level), or for those undertaking vocational training in the form of apprenticeships. At the same time, a good grounding in basic mathematical and statistical concepts has never been more important. The universal language of mathematics has many far-reaching applications, in fields as diverse as accountancy, advertising, architecture, banking, basic sciences (biology, chemistry, physics), economics, engineering, information technology, psychology, and social studies-to name but a few- but the extent of prerequisite mathematical knowledge depends upon the specific needs of one’s profession or academic pathway.
Sunak’s aspirations do not match up with the reality on the ground. A “severe shortage of maths teachers” is being reported by the Association of School and College Leaders, and extra funds have not been forthcoming for sixth-form and further education colleges, which are expected to provide alternative mathematical options to traditional A levels. Education up to the age of 16, which is meant to provide a solid grounding in the three Rs of Reading, wRiting, and aRithmetic has at times failed English pupils in all three key areas. As a consequence, many adults find basic arithmetic operations (addition, subtraction, division and multiplication) difficult and lack confidence in the interpretation of percentages, proportions, and ratios. This means that they are at a disadvantage when it comes to money management, as exemplified by household budgeting, and may not clearly understand repayment terms on financial loans, including hire-purchase agreements and mortgages, nor the workings of their insurance policies. Shortcomings in numeracy may also hinder wider analytical problem-solving skills and fail to protect citizens from misinformation resulting from the prevalent misuse of statistics in mainstream media.
Extending mathematics literacy is undoubtedly desirable for the nation’s wellbeing and prosperity. Ideally, everyone should be numerate in England by the age of 16, and much depends on setting appropriate standards in primary and secondary schools. Mandatory mathematical teaching thereafter, between the ages of 16 and 18 and outside the A-level pathway, on the other hand should be tailored to a wider public. Many pupils will fail to benefit from exposure to complex and mind-numbing equations, formulas, graphs, and matrices which have no practical relevance to their work and do not enhance their understanding of events in their daily lives. Instead, a curriculum that reinforces basic mathematical concepts, emphasizes data interpretation, and teaches logical reasoning and analytical problem-solving is required, which will surely benefit all budding citizens, irrespective of what they intend to do in later life. Bespoke career-specific mathematics should remain embedded in specialist learning. For now, what is needed are enhanced resources (teachers, well-funded schools) and an attention to detail in design of curriculum, both seemingly in short supply in the volatile political climate of today.
Ashis Banerjee