Making Mathematics Count: the DfES Response (28th June 2004)

Some Comments from the Mathematical Association

The response recognises three ‘critical areas of concern' identified in Professor Adrian Smith's original report, namely the supply of teachers, support for teachers through professional development and issues concerned with the curriculum, assessment and qualifications.

Decisions to appoint a Chief Adviser for Mathematics, to increase the financial incentives for mathematics teachers and to increase opportunities for subject related professional development substantially are all very welcome in response to the serious problems facing mathematical education. However, measures to improve the retention of teachers in the profession need to go beyond financial incentives. There is little acknowledgement that the reasons why so many mathematics teachers leave the profession have at least as much to do with pressures on teachers' time and poor pupil behaviour as they do with pay. As a contribution to enhancing professional development the National Centre is an excellent initiative which the Mathematical Association wholeheartedly supports, but we continue to be concerned at the failure to identify how teachers are to find the time to engage in professional development on the scale that is needed.

The response includes some welcome medium term measures to modify the curriculum and its assessment with QCA urged to involve the mathematical community actively. We have to wait until the autumn with the publication of Tomlinson's recommendations, for detailed longer term proposals for mathematics, including the urgent problem of how to reduce substantially the ‘burden of assessment' which has such a profoundly negative effect on so much classroom practice.

28.06.04.
Doug French
The Mathematical Association
259 London Road
Leicester
LE2 3BE