Project information
Background
The successful mathematics education of students in pursuit of pre-vocational qualifications, such as the new emerging T Levels, has provided a perennial problem. We have seen a number of different qualifications in this area over the past twenty years or more such as GNVQs and Diplomas.
Whilst the importance of mathematics education in these qualifications is recognised, the problem remains of how to best ensure the development of mathematical competence for the 'near and now' demands of students/apprentices but also for their future as competent workers equipped with competencies that will be appropriate and relevant for unknown future workplace practices. This is evidenced by the relatively quickly changing approaches that have been adopted: a successful model has yet to be identified.
It is in this context that Smith (2017) set the challenge to design mathematics provision that has durability in the new technical education routes. In his review of post-16 mathematics. In relation to the mathematics in technical education routes he said:
“Defining the appropriate mathematics for each of the technical routes is likely to be complex. The mathematics should be designed to reflect the requirements of the relevant occupations, wider society and the emerging economy. It needs to be coherently structured, taught and assessed.” (para. 134)
He proceeded to recommend that:
“The Institute for Apprenticeships should work with the Royal Society Advisory Committee on Mathematics Education (ACME) to ensure appropriate expert advice is available to the panels of professionals developing technical routes.”
The study
The proposal is to carry out two aspects of work essential to developing an appropriate model and framework that can inform the work of the Royal Society and Institute for Apprenticeships:
- Carry out a literature search and engage with research more widely relating to the development of mathematics curricula appropriate to T Level qualifications to develop a model for an appropriate approach to specifying a mathematics curriculum. This is to inform a working paper that outlines this approach and provides a rationale for the proposed model.
- Work with stakeholders during the period of the work to ensure the proposed approach will meet with support across the mathematics education community and T Level panels.
Throughout this study the intention is to liaise closely with the Royal Society, its Advisory Committee on Mathematics Education (ACME) and subcommittees, as well as the Department for Education so that the final model can inform the development of mathematics across all T Levels.
Outcome
The outcome will be a working paper that outlines the proposed curriculum model for Mathematics in T Levels and which provides a secure academic, research and evidence-based rationale for this proposal.
The intention is that the paper will inform those charged with developing the mathematics curriculum in T Level qualifications, primarily the Royal Society and Department for Education. Recommendations for further development will be identified.