HoDoMS 
Heads of Departments of Mathematical Sciences 

Annual Conference held at 14.00 on 28 May 1996 in the Department of 
Mathematics, University College London

CONFERENCE NOTES

Chairman Graham Wilks opened the meeting, explained that its purpose
was to discuss the health and vitality of mathematics in higher 
education, and introduced the speakers.

Professor David Crighton (President of the IMA) drew attention to 
the multiplicity of voices speaking for mathematics and the effects 
of fragmentation on the relationship between primary and secondary 
education. Universities needed to make a coherent and unequivocal 
statement about what they see as appropriate graduate standards in 
relation to the competition abroad.  A wide range of departments, 
(mathematics, physics and engineering) in both old and new 
universities had identified common problems in terms of deficiencies 
in mathematical skills on entry. These were now dominating the HE 
agenda (they had led to 4-year MMaths degrees for example) and were 
undermining the status of UK science, engineering and mathematics 
degrees.

Mathematics was being misrepresented as a non-rigorous subject with 
reduced emphasis on precision. Pupils were making incoherent A-level 
choices and schools were moving pupils between different exam boards 
in order to improve results.  As a result, traditional applied 
mathematics was being devalued at an inappropriate time.

The current rationale for school mathematics placed too much 
emphasis on:

-	investigative discovery as opposed to knowledge acquisition,
-	teaching in context, 
-	numerical problems, 
-	numeracy as opposed to logic and proof, 
-	use of computers (obviating the need for technique)
-	problem solving. 

Conversely, mechanics had lost its privileged position, and 
presentational skills were neglected. 

Prof Crighton concluded that universities were being required to 
adapt to changes in schools and develop the styles and attitudes 
inculcated in school mathematics, whereas both should move to 
restore mathematics as a coherent discipline.

Professor Margaret Brown (Royal Society Mathematics Instructional 
Sub-committee) drew attention to the problem of student take-up.  In 
the current era of expansion, school teachers themselves were 
concerned that students who would be better served elsewhere were 
being admitted to degree courses.  International comparisons between 
British and overseas students were often used to highlight the 
decline of mathematics in the UK.  But not all were valid and not 
all the valid ones were unfavourable:  for example Britain came out 
top in a survey of problem-solving skills.  There was a problem with 
algebra, partly because of the way it was examined (students were 
encouraged to opt out) and most importantly, take-up for maths 
A-level was declining along with Physics.  Maths and science were 
not so well taught in schools as other subjects -'impersonal', 'too 
difficult', 'intimidating' were typical comments from students with 
A grades at GCSE O-level who had chosen not to continue with maths 
at A-level.

Ms Katherine Cross (HM Inspector of Schools) pointed to significant 
weaknesses in teaching in schools, for example too many pupils in 
mixed ability streams were learning by reading without adequate 
staff support, consequently their education lacked challenge and 
pace. It was harder to motivate them. In sixth forms teaching was 
geared too closely to exam papers and there was too much learning by 
rote.  She concluded by outlining possible measures for improving 
the position.

Mr Chris Jones (School Curriculum Assessment Authority) explained 
that problems at sixth form level were linked with those at an 
earlier stage.  Institutions such as HoDoMS could usefully take an 
interest in SCAA activities and become involved in such issues as 
the forthcoming review of the A-level core.  One should not 
underestimate the profound effect of the Cockcroft Report on maths 
teaching in schools,  and GCSEs, modular A-levels, and the National 
Curriculum were all relevant.

A discussion followed on various topics including preferential 
funding of maths students, the multiplicity of A-level courses, and 
the difficulty or otherwise of making mechanics interesting.

Dr Julian Williams (Director of the Centre for Mathematics 
Education, University of Manchester) underlined earlier comments 
about the lack of challenge in current mathematics teaching in 
schools.  Universities could help because they were responsible for 
training future teachers.  There were difficult times ahead for 
A-level maths teaching, with larger classes and less demand for 
prerequisite GCSEs.  Students would do less algebra and practice it 
less;  they would choose what they saw as the easiest option in the 
modular structure.

A suggestion from Colin Fraser, Aberdeen, who was unable to attend, 
was to update the video previously produced by the polytechnics to 
encourage students to undertake mathematics/statistics degrees.

The conference closed with a vote of thanks to the speakers.