
06013848
a
2012b.00130
Osmon, Peter
Post16 maths and university courses: numbers and subject interpretation.
Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 29, No. 3. Proceedings of the day conference held at the Loughborough University, UK, November 14, 2009. London: British Society for Research into Learning Mathematics (BSRLM). 7378 (2009).
2009
London: British Society for Research into Learning Mathematics (BSRLM)
EN
B14
B15
A44
A45
quantitative subjects
courses
professions
STEM subjects
choices
admission data
Summary: The low takeup of mathematics post16 and consequences for the traditional STEM (science, technology, engineering, and maths) subjects in higher education are well known. The effect on the newer ITbased subjects, like computing and communications engineering, and the commercebased subjects, like business and management, economics, and finance is less widely recognised but is at least an equal cause for concern. Most university courses in these subjects are populated with students with no maths beyond GCSE, despite the evident need for better mathematical foundationsperhaps a year of post16 maths. The scale of this effect and the consequences for these subjects in many university courses are described along with potential implications for the ASlevel curriculum.