List of Participants

Acknowledgements The findings and recommendations in this report emerged from a seminar at the Møller Centre Cambridge, 10-11 May 1999. Thanks are extended to the Gatsby Charitable Foundation who sponsored the seminar; to those who attended and presented papers or contributed to discussions; and to Trevor Hawkes and Mike Savage for their efforts in producing the report. Preface Evidence is presented of a serious decline in students mastery of basic mathematical skills and level of preparation for mathematics-based degree courses. This decline is well established and affects students at all levels. As a result, acute problems now confront those teaching mathematics and mathematics-based modules across the full range of universities. This report is aimed, therefore, at those in Higher Education who teach mathematics-based modules and those involved with admissions. There is a need for each department to become attuned to the full extent of the problem as it affects their students. The diagnostic testing of new undergraduates is recommended as an effective means of achieving this goal. The report is also aimed at those charged with responsibility for setting the A-level Mathematics curriculum. Following the many changes introduced in the early 1990's we would suggest that now is the time to take stock. ii Measuring the Mathematics Problem Summary Findings 1. At least 60 Departments of Mathematics, Physics and Engineering give diagnostic tests in mathematics to their new undergraduates. 2. There is strong evidence from diagnostic tests of a steady decline over the past decade of fluency in basic mathematical skills and of the level of mathematical preparation of students accepted onto degree courses. Possible reasons for this include: • changes in GCSE and A Level syllabuses and structures; • greatly reduced numbers taking A Level Mathematics and Further Mathematics; • changes in the teaching force and in society; • lack of practice and poor study skills. 3. There is an increasing inhomogeneity in the mathematical attainments and knowledge of students entering science and engineering degree programmes. Factors here include: • insufficient candidates with satisfactory A-level Mathematics grades for the number of degree places available; • the freedom of A-level students to choose Statistics as an alternative to Mechanics, a choice that provides much less reinforcement of the pure mathematics. 4. The decline in skills and the increased variability within intakes are causing acute problems for those teaching mathematics-based modules across the full range of universities. 5. Diagnostic tests play …