As noted in Section 5, the annual number of A-level entries, over all subjects, has doubled since 1965. However, despite numerous reports and well-intentioned reforms, the number of A-level entries in mathematics, single and double combined, has not increased significantly --- see Appendix C. (In France, over the same period, the number of candidates for the Mathematics and Physical Sciences Baccalauréat has tripled --- see Section 10). In addition to such disturbing statistics, one needs to ask:
A related question is:
We must ensure that our very best students are being provided with a mathematical diet which not only provides a foundation for further studies but is presented in a way which will encourage them to continue their mathematical studies.
Of course, such needs have not passed unnoticed by governments. The `Great Debate' of the 1970s and the steps taken by Conservative governments since 1979 attest to this. The introduction of a National Curriculum presented the country with a unique opportunity to set agreed goals for students and teachers and to bring more coherence to a sadly inhomogeneous system. Unfortunately, the imposition of a National Curriculum in mathematics was mishandled, and after two attempts to rewrite the Orders for Mathematics we still have National Criteria for GCSE mathematics which are less specific and represent little, if any, advance on those in operation before the 1988 Education Act. The current five-year moratorium offers us an opportunity to set out a more coherent curriculum. But that opportunity will be missed if the lessons to be learned from the past seven years are ignored.
One of these lessons is that professional mathematicians and bodies should have a much bigger role to play alongside teachers, educators and employers in determining aims and means.
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