The Vorderman Report

Yes, you read that correctly, Carol Vorderman has penned a report for the government about the standard of mathematics teaching in England. The former Countdown co-presenter and owner of a 3rd class mathematics degree (a great CV to comment on teaching) describes the maths curriculum as "not fit for purpose".

Actually, it's not as bad as it sounds, my main issue is that a Z list celebrity has been recruited by those in charge to comment upon something they know precious little about. Her main finding are that England's mathematics provison is some way short of the likes of Hong Kong and perhaps alarmingly, Scotland.

The most sensible thing she does say, and I wholeheartedly agree with her about this, is that there should be two different mathematics qualifications available at GCSE level:

• "Academic" maths (as we currently have).
• "Lifestyle" maths (what has been called "functional" recently, but was integrated into the current "academic" qualification).

Vorderman bemoans the fact that only 15% of children go on to study maths beyond GCSE, but is that really any surprise? The step up from Key Stage 3 to Key Stage 4 maths is marked, and with the well-publicised dumbing down of GCSEs in a desperate government attempt to make it appear that standards were rising, the step from GCSE to AS or A Level is ever widening and this must discourage young people from opting to take the subject.

Part of the problem is also the fact that many students are just simply not interested and those who may have an interest are put off due to peer group pressure not to like the subject when they may actually have some talent in it. The option for people to take a "lifestyle" maths course instead of the "academic" one could actually see some benefit. The number of times as a maths teacher I have fielded the question "when am I ever going to use this in real life?", I would run out of fingers and toes within a week. No matter how many examples you come up with for the use of a mathematical concept in the outside world, the students tend to have an answer that gives them an excuse to avoid work. For example:
Me: "Algebra is used all the time nowadays - Excel uses it and if you are self-employed you are likely to use that when doing your accounts"
Student: "I'll pay someone to do my accounts for me."

But what does Scotland do so differently to England as far as mathematics is concerned?

Apparently Scottish students are able to "progress at their own speed".  The report also suggests that all students study maths up to the age of 18, which could be purgatory for teachers with some particularly challenging students, but it may allow more time for the penny to drop with some students, so careful setting would be required in schools so that those who are less keen don't encourage those who have potential to give up.

These reviews are all well and good but it appears that no teachers were consulted as to their thoughts (why change the habit of a lifetime?), and any changes to the curriculum will require schools to spend a lot of money on new resources just a few years after the curriculum was changed and lots of money was spent. The constant tinkering with mathematics may have to bear some of the blame for the perceived low standards as teachers may not know whether they are coming or going. Maybe this needs investigating.

Get me Katie Price's number, I need a report compiled.