Needs

Post-16 study of mathematics: a national problem?
England and Wales are exceptional amongst developed countries in not insisting that mathematics is a compulsory part of the study programmes of post-16 students in full-time education. The National Skills Task Force (2000) identified mathematical skills as one of the six main areas of skills deficiency in the labour market. It proposed that 'government should encourage all young people pursuing a non-vocational route post-16 to study a broader range of subjects, including English and maths'.

FSMQs were originally designed to address this need for attractive and useful courses in mathematics for post-16 students. After a successful introduction with this age group, FSMQs are now also available for use with younger students.

Why is continued study of mathematics post-16 relatively unpopular?
AS/A level mathematics is perceived as a difficult and therefore risky choice, suitable only for those with strong GCSE maths grades. Recently the Key Skill, Application of Number, has been introduced with the aim of equipping people with the mathematics they need for adult life and employment, but there have been problems. Many students have been unable to cope with the demands of this course on top of the workload in their main studies.

General Needs
Many students want or need additional mathematics, often in a specific area. For example arithmetic may be needed for financial applications, statistics for use in social studies or algebra as a bridge between intermediate GCSE and level 3 technical awards.
Free-standing Mathematics Qualifications allow students to select a particular area of mathematics and relate it to their current or future study or employment needs. They can achieve a FSMQ in a shorter time than is required for a GCSE, AS or A level.

Making Mathematics Count
The potential of Free-standing Mathematics Qualifications to add much to the range of mathematics provision available to students was recognised in the Smith Report, Making Mathematics Count, which looked at the current state of play of the 14-19 curriculum, qualifications and assessment.

• "The Inquiry accepts that prima facie FSMQs have much to offer, particularly in the context of a re-design of 14-19 mathematics pathways." (para 4.24);
• in discussion of the development, over the next ten years or so, of different mathematics pathways one model discussed suggests that "the courses would develop the philosophy and pedagogy pioneered by Free Standing Mathematics Qualifications and AS Use of Mathematics." (para 4.54).

However, the report goes on to say that, "Despite some very positive reports, the Inquiry does not feel that there is sufficient experience of their use for it to be able to judge clearly the merits or otherwise of the current portfolio of FSMQs."

To study the complete report, visit www.mathsinquiry.org.uk.

Recently the Qualifications and Curriculum Authority (QCA) has begun to develop functional skills in mathematics. The aim is to develop a set of qualifications which will support other qualifications such as GCSEs whilst also addressing the needs of a wide range of young people and adults as identified in the Smith Report. Although it is unclear what effect this will have upon FSMQs, AQA expect them to continue to become more popular and widely acknowledged. The current FSMQs will be available until 2010 and AQA are now carrying out pilots for updated and new FSMQs.

To read more about the development of functional skills visit the QCA website.