Of the 330,000 students
studying university
courses that require
mathematical knowledge
beyond GCSE level,
210,000 of them (64%) do
not have the required
skills, causing problems
for both students and
universities.
These findings are published today by the
Advisory Committee on Mathematics
Education (ACME) in its
report, Mathematical Needs. Funded by the
Nuffield Foundation and the Clothworkers’
Foundation, researchers analysed the
mathematical content of a range of
university courses and found there was a
marked discrepancy between the number of
courses requiring mathematical skills
beyond GCSE and the number of people
with these skills that the UK is producing.
Chair of ACME Professor Dame Julia
Higgins FREng FRS said:
“Few students now study the requisite level
of mathematics to prepare them properly
for higher education and many universities
have to downgrade the mathematical
requirements for entry to their courses in
order to fill places. In the last thirty years
many university subjects have become
more mathematical, but the number of
students with the appropriate level of
mathematical skills has not risen far
enough to match this. The Advisory
Committee on Mathematics Education
concludes that all young people should
study some form of mathematics to the
age of eighteen in order to better prepare
them for higher education and the world of
employment. In order to do this, additional
courses need to be developed for study at
the post-16 level.”
The report is the result of a two-year
investigation, which also looked at the
mathematical needs of employers and of
the learners themselves. Some of the key
findings included:
We need more young people to know
more mathematics and to be confident,
robust and fluent in their use of it. Not
only are university courses increasingly
quantitative in content, but there is also
a steady shift in the employment
market away from manual and low skill
jobs and toward those requiring higher
levels of management expertise and
problem-solving skills, many of which
are mathematical in nature.
There are concerns that the current high
stakes assessment system in the form
of ‘league tables’, creates a situation
where institutions are more accountable
for results than for the mathematical
understanding of their pupils. This has a
detrimental effect on the ability of young
people to apply mathematics and
creates long-term problems in both the
workplace and higher education.
Good mathematics learning needs
knowledgeable teachers, who can draw
on students’ understanding, involve
them in discussion, and engage all
students in a variety of complex tasks
in which mathematics is presented as a
subject with many aspects. All teachers
should be entitled to subject specific
continuing professional development
(CPD).
Changes in commonplace technology
also affect the kinds of mathematical
questions that can be asked and
answered, and the way that
mathematics is used in the workplace.
Learners need to understand ideas and
problems that could not even be asked
by earlier generations, and to become
adept at answering them by using, and
developing, 21st century tools.
Employers highlighted that to use
mathematics confidently at one level,
experience of it at a higher level is
required. However, a common concern
is that the demands of ‘performance
tables’ may be forcing schools to take
low risk options and discourage
students from taking higher levels of
mathematics – either at GCSE or at A-
level. “
Professor Dame Julia Higgins FREng
FRS, Chair of ACME
“
Mathematics underpins a
wide variety of subjects
and disciplines, as well as
existing as a subject in its
own right. Our
investigations into the
needs of the learners, and
of Higher Education and
employers, found that
students are leaving
school without the
mathematical skills
required for the next
stages of their lives,
whether that is the
workplace or further
study. This is a
fundamental failing that
must be addressed if we
are to have
mathematically-literate
future generations capable
of rising to the challenges
. To this end mathematician, engineers can we have a WhatsApp group where both students and teachers meet. Solve and share ideas,find solutions to mathematics and engineering problem. Let create a better world. Add me up. 08030719957. Note you will be free to post live questions, and also answers real time.

Jaubdu:
Of the 330,000 students
studying university
courses that require
mathematical knowledge
beyond GCSE level,
210,000 of them (64%) do
not have the required
skills, causing problems
for both students and
universities.
These findings are published today by the
Advisory Committee on Mathematics
Education (ACME) in its
report, Mathematical Needs. Funded by the
Nuffield Foundation and the Clothworkers’
Foundation, researchers analysed the
mathematical content of a range of
university courses and found there was a
marked discrepancy between the number of
courses requiring mathematical skills
beyond GCSE and the number of people
with these skills that the UK is producing.
Chair of ACME Professor Dame Julia
Higgins FREng FRS said:
“Few students now study the requisite level
of mathematics to prepare them properly
for higher education and many universities
have to downgrade the mathematical
requirements for entry to their courses in
order to fill places. In the last thirty years
many university subjects have become
more mathematical, but the number of
students with the appropriate level of
mathematical skills has not risen far
enough to match this. The Advisory
Committee on Mathematics Education
concludes that all young people should
study some form of mathematics to the
age of eighteen in order to better prepare
them for higher education and the world of
employment. In order to do this, additional
courses need to be developed for study at
the post-16 level.”
The report is the result of a two-year
investigation, which also looked at the
mathematical needs of employers and of
the learners themselves. Some of the key
findings included:
We need more young people to know
more mathematics and to be confident,
robust and fluent in their use of it. Not
only are university courses increasingly
quantitative in content, but there is also
a steady shift in the employment
market away from manual and low skill
jobs and toward those requiring higher
levels of management expertise and
problem-solving skills, many of which
are mathematical in nature.
There are concerns that the current high
stakes assessment system in the form
of ‘league tables’, creates a situation
where institutions are more accountable
for results than for the mathematical
understanding of their pupils. This has a
detrimental effect on the ability of young
people to apply mathematics and
creates long-term problems in both the
workplace and higher education.
Good mathematics learning needs
knowledgeable teachers, who can draw
on students’ understanding, involve
them in discussion, and engage all
students in a variety of complex tasks
in which mathematics is presented as a
subject with many aspects. All teachers
should be entitled to subject specific
continuing professional development
(CPD).
Changes in commonplace technology
also affect the kinds of mathematical
questions that can be asked and
answered, and the way that
mathematics is used in the workplace.
Learners need to understand ideas and
problems that could not even be asked
by earlier generations, and to become
adept at answering them by using, and
developing, 21st century tools.
Employers highlighted that to use
mathematics confidently at one level,
experience of it at a higher level is
required. However, a common concern
is that the demands of ‘performance
tables’ may be forcing schools to take
low risk options and discourage
students from taking higher levels of
mathematics – either at GCSE or at A-
level. “
Professor Dame Julia Higgins FREng
FRS, Chair of ACME
“
Mathematics underpins a
wide variety of subjects
and disciplines, as well as
existing as a subject in its
own right. Our
investigations into the
needs of the learners, and
of Higher Education and
employers, found that
students are leaving
school without the
mathematical skills
required for the next
stages of their lives,
whether that is the
workplace or further
study. This is a
fundamental failing that
must be addressed if we
are to have
mathematically-literate
future generations capable
of rising to the challenges
. To this end mathematician, engineers can we have a WhatsApp group where both students and teachers meet. Solve and share ideas,find solutions to mathematics and engineering problem. Let create a better world. Add me up. 08030719957. Note you will be free to post live questions, and also answers real time.

. More solution finder are needed, let build a better Nigeria

By collecting good ideas is making more readers into the page. The cloud computing architecture topics are creating the contents very much than any other page. The domain is collecting very useful topics easier than others.

All readers make use of this page for doing various tasks that are really used e learning solutions providers in india for making the page attractive than any other page. The wide collection of these topics and ideas make this page important than any other page.