mei annual review | 2016-2017 - mathematics in education...

MEI Annual Review2016-2017

MEI ANNUAL REVIEW2016-2017

Welcome to this annual review of MEI’s activities for the academic year 2016-17, which also includes a summary of the audited accounts for the financial year ending in March 2017.

This year saw the accreditation of the new AS and A level specifications in Mathematics and Further Mathematics, and the first sitting of the new GCSE Mathematics. I hope that now, after several years of significant changes, we are entering a period of greater stability for the maths curriculum.Throughout the year, MEI sought to support teachers of AS and A level Mathematics and Further Mathematics to prepare for the first teaching of the new specifications from September 2017. We provided up-to-date, accurate information on curriculum developments, delivered high-quality professional development programmes, and developed and made available resources tailored to the new curriculum. It is excellent that the numbers of students taking A level Mathematics and Further Mathematics continue to be at record levels. The MEI-led Further Mathematics Support Programme (FMSP) has played a significant role in supporting schools, colleges, and individual teachers and students to achieve this. More good news is that Core Maths, which was only examined for the first time in 2016, saw numbers grow by over 80% to well over 5,000. Despite this year’s increase in numbers, the maintenance, let alone further growth, of even these low levels of participation is by no means certain. Funding pressures on schools and colleges, shortages of teachers of maths, and long-standing regional and gender inequalities mean much more work is needed if participation levels in maths education beyond GCSE level are to approach those of our international competitors.A very important development was the publication, in July 2017, of Professor Sir Adrian

Smith’s review of post-16 maths education. The review is wide-ranging, considering AS and A level Mathematics and Further Mathematics, Core Maths, GCSE Mathematics resit and the maths within technical/vocational qualifications. MEI provided a considerable amount of evidence to the review, and its recommendations are consistent with our views on the actions that are needed to improve access to post-16 maths education, increase quality and raise participation. GCSE Mathematics resit outcomes continue to be a cause for serious concern. It is deeply damaging for the young people concerned and for the public perception of the value of maths education that more than 130,000 GCSE Mathematics resit students, almost three-quarters of all those resitting the qualification, did not achieve a level 2 pass in the summer examinations. The Smith review highlights these concerns and recommends that the Government should review its 16-18 GCSE resit policy.Improving the mathematical outcomes from primary education is crucial to establishing a secure foundation for secondary maths. In 2016-17, for the first time, MEI appointed a primary school maths specialist to our team. As well as contributing to our work in the leadership of the National Centre for Excellence in the Teaching of Mathematics (NCETM), this will support our ongoing work in Key Stages 3 and 4 by helping us to understand better the issues around the transition from primary to secondary, when many children seem to lose momentum in their mathematical progress.The recommendations of the Smith review offer a clear context for MEI’s future work to improve maths education post-16. Alongside this, through our work at primary level and at Key Stages 3 and 4, in academic year 2017-18 we will continue to work at all levels to support teachers of maths and to help improve the maths education of all young people.

Executive Statement

Charlie Stripp MBE, FIMA Chief Executive, MEI

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MEI ANNUAL REVIEW 2016-2017

MEI is an independent national charity committed to improving maths education.

We support the teaching, learning and assessment of maths. We work to achieve this directly, through partnerships, and by influencing and advising on national policy relating to maths education.We aim to develop understanding, confidence and enjoyment in using maths, by encouraging the engagement and participation of students, and by supporting and inspiring teachers.

Our peopleMEI employs a highly committed team of staff. Many are experts in maths education and are based throughout England. They are supported by a dedicated team of finance and administrative staff at our offices in Trowbridge, Wiltshire.We have eleven trustees who are directors of the charity. Their career paths include senior positions in school and university education, business management and engineering, and they bring a wealth of experience to MEI. They are committed to ensuring MEI’s corporate governance is strong and true to its values.In addition, we have an Advisory Panel of external independent experts who provide MEI with strategic advice.

Our membersMEI’s work is supported by its members, and by schools and colleges that have registered

with us, free of charge, as MEI Educational Associates.Our members and Educational Associates make valuable contributions to our work, including our responses to government consultations.

Our workMEI’s support for maths education includes developing curriculum specifications and schemes of assessment; providing professional development opportunities for teachers; and publishing teaching and learning resources, including Integral ® our

Who we are

Top: Claire Baldwin, one of MEI’s FMSP Central Coordinators.

Above: Kevin Lord, MEI’s FMSP Programme Leader.We have strong connections with the national maths

education community through our membership of the Joint Mathematics Council, and with other Science, Technology, Engineering and Mathematics (STEM) organisations, including STEM Learning. 2


online teaching and learning platform for AS and A level Mathematics and Further Mathematics. We also provide tuition and support to students, predominantly through the highly successful FMSP.Most of our work is directed towards the maths education of 11-18 year-olds, addressing both academic and vocational pathways, and including maths in other subjects. We also support the teaching and learning

of maths in primary school, adult and higher education contexts. Through our involvement in the leadership and management of the NCETM, we further support the maths teaching community, help coordinate the Maths Hubs programme, and support maths teaching from early years to age 18. In 2017, for the first time, we employed a primary maths specialist to expand our work in primary maths and the transition from Key Stage 2 to Key Stage 3.Most of our work is in England, but we also contribute to improving maths education across the UK and internationally.

Who we work withWe have a rich network of relationships with beneficiaries, partners and other stakeholders, and we collaborate with other organisations, and with the Government, to extend the reach and impact of our work. Many examples of these relationships are described in this review.We have strong connections with the national maths education community through our membership of the Joint Mathematics Council, and with other Science, Technology, Engineering and Mathematics (STEM) organisations, including STEM Learning.

Left: Jeff Trim, one of MEI’s FMSP Central Coordinators, presents a session about Charles Dodgson (aka Lewis Carroll) at the MEI Conference.

Above: Simon Clay, MEI’s Teaching Advanced Mathematics (TAM) Coordinator.

Below: Charlie Stripp (centre) with guests from Casio, sponsors of the MEI Conference 2017.

Our members and Educational Associates make valuable contributions to our work, including our responses to government consultations.

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The maths education environment

The Government continued its focus on improving maths education, and reforms to education policy had a widespread and significant impact.

The Smith reviewThe long-awaited report of Professor Sir Adrian Smith’s review of post-16 maths1 was published in July 2017. It called for continuing national support programmes for Core Maths, and AS and A level Mathematics and Further Mathematics, and recognised the need for funding incentives to enable schools and colleges to ensure that all students can have access to these qualifications. It also highlighted the need to address the current problems with the GCSE Mathematics resit policy. MEI strongly endorses the recommendations of the Smith review, which support our view of the vital importance of increasing participation in post-16 maths education. The review is a clear call to further and urgent action. For both individual and national success, far more young people need to gain a working understanding of maths, and a far greater proportion of the population needs to become proficient in maths and statistics at a level beyond GCSE. The Government’s response to the report included an announcement from the Department for Education (DfE) of a new Level 3 Mathematics Support Programme (L3MSP), commencing in April 2018, which will receive £16m of funding over two years. It will aim to support the teaching of maths after GCSE, including the Core Maths qualifications, and AS and A level Mathematics and Further Mathematics. It will have a strong focus on supporting schools and colleges in the twelve DfE Opportunity Areas2, and in other

areas where progression rates to level 3 maths education are low. We welcomed this announcement and we are keen to be involved in supporting the new programme.

Government-funded supportDuring the year the Government continued to provide support for maths education in England through a number of DfE contracts, which included:

» the National Centre for Excellence in the Teaching of Mathematics (NCETM)

» the Maths Hubs programme » the Core Maths Support Programme (CMSP) » the Further Mathematics Support Programme (FMSP).

The NCETM aims to ensure that all teachers of maths have easy access to high quality continuing professional development. MEI is a partner in the consortium that manages the NCETM, and we play a key role in the NCETM’s leadership. Charlie Stripp, MEI’s Chief Executive, is also the Director of the NCETM.The Maths Hubs programme brings together maths education professionals in a collaborative national network of 35 Hubs, to develop and spread excellent practice. It is coordinated at a national level by the NCETM. Since the programme was established three years ago, MEI has increased its engagement with the Hubs, and we continue to build close working relationships with them. For example, we have helped them respond to the needs of local teachers by delivering workshops and professional development courses. The CMSP, which was managed by the Education Development Trust, was funded to support schools and colleges to promote and implement Core Maths qualifications. This programme ended in July 2017, and will be superseded by the new L3MSP.The FMSP is funded to support schools and colleges in promoting the study of AS and A level Mathematics and Further Mathematics.

Above: Students participate in an FMSP problem-solving activity.

1 Smith, A. (2017). Report of Professor Sir Adrian Smith’s review of post-16 mathematics. Department for Education.

2 The twelve DfE Opportunity Areas were selected from areas identified by the Social Mobility Commission as having particularly poor social mobility.

Many thanks to the FMSP for this truly excellent course. All new GCSE Maths CPDshould be this inspiring, challenging and relevant.

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It also arranges Further Mathematics tuition for students when their schools and colleges cannot provide it themselves. The FMSP was developed by MEI and has been managed by us since its inception3 in 2005, most recently working in partnership with Tribal Education and University College London’s Institute of Education (UCL IOE). The FMSP will continue until it is superseded by the L3MSP.

Maths teaching for masteryA ‘maths teaching for mastery’ approach continued to be widely disseminated to primary schools and secondary schools in England through the work of the NCETM. The approach is based on the way maths is currently taught in the Far East, particularly in Shanghai. It is centred on whole-class teaching, with an emphasis on developing deep learning and connecting mathematical ideas, employing careful questioning and discussion. The approach is underpinned by the belief that by engaging positively with maths, all children can develop their understanding. This strongly reflects MEI’s philosophy of how maths should be taught.

GCSE Mathematics curriculum changeThe new GCSE Mathematics qualifications were introduced for first teaching from September 2015, and were first examined in the summer of 2017. The new GCSE Mathematics grades range from 9-1, with grade 9 representing the highest grade; grade 7 having the same lower bound as an A in the legacy GCSEs; and grade 4 (‘standard pass’) having the same lower bound as a C in the legacy GCSEs. The new GCSE Mathematics is designed to be more demanding, with a greater emphasis on reasoning and problem solving, and MEI continued to support teachers with the changes throughout the year.

Top: MEI’s advice to students achieving a grade 4 or higher in the new GCSE Mathematics, publicised following the summer 2017 GCSE results.

Above: FMSP Year 10 Maths Feast.

MEI strongly endorses the recommendations of the Smith review, which support our view of the vital importance of increasing participation in post-16 maths education.

3 The FMSP was then known as the Further Mathematics Network.

Advice for students achieving a grade 4 or higher in the new GCSE Mathematics It’s strongly in your interest to study maths post-16. Whatever you want to do later on, developing your maths skills will help you. Maths qualifications are highly regarded by employers and universities, and those well qualified in maths tend to earn more.

Grade 6 or higher? AS or A level Mathematics is an excellent choice. If you’re keen to do a degree in a highly mathematical field (Maths, Science, Engineering, Computer Science, Economics), you should also consider AS or A level Further Mathematics.

Grade 5 or higher?This is a strong result and you should consider taking AS or A level Mathematics, even if you have higher grades in other subjects. It will be especially helpful if you are interested in higher education or a career involving Science, Technology, Engineering or Maths (STEM), and is also very useful for many other courses and careers.

Grade 4 or higher?If you don’t want to do AS or A level Mathematics, consider taking Core Maths.

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Top: Post-16 students work on GCSE Mathematics questions.

Above: Students use mini-whiteboards to work on maths problems.

The summer results4 for GCSE Mathematics showed very similar proportions of students achieving grade 4 and above (70.7%) in 2017 as achieved grade C and above (70.5%) in 2016, and achieving grade 7 and above (19.9%) in 2017 as achieved grade A and above (19.7%) in 2016. Grade 9, the highest grade, is designed to identify exceptional performance and was achieved by 3.5% of students.The new GCSE Mathematics is designed to better prepare students to study maths at a higher level. With options now including Core Maths, in addition to the maths AS and A levels, this should become the norm; however, there is a concern that the increased demand of the new GCSE Mathematics may deter some students from choosing to study more maths. MEI is working to ensure that students and teachers understand that it is in the best interest of all students achieving at least a grade 4 to study maths to a higher level post-16, and that they should have the opportunity to do this.

Post-16 level 2 mathsStudents aged 16-18 who have not achieved a grade C/4 or higher in GCSE Mathematics are required to continue to study maths, working towards achieving at least that level of mathematical knowledge. Those who achieved grade D/3 in GCSE Mathematics at the end of Key Stage 4 are required to resit it. The number of candidates resitting GCSE Mathematics increased from nearly 174,000 in the summer of 2016 to almost 180,000 in the summer of 2017, while the level 2 pass rate for those resitting fell from 29.5% to 26.5%4.Throughout the year, pressure mounted for a review of the GCSE Mathematics resit policy. MEI continued to advocate5 that a new ‘mature’ GCSE Mathematics qualification is required to meet the needs of this group of young people – one that focuses on those

aspects of the GCSE Mathematics curriculum needed for everyday life, and future study or employment in fields that do not require the more abstract aspects of GCSE Mathematics.Meanwhile, the review of Functional Skills Mathematics qualifications, which are often taken by students who achieved lower than a grade D/3 at the end of Key Stage 4, was delayed, with the introduction of the revised Functional Skills qualifications put back to 2019.

GCSE StatisticsGCSE Statistics focuses on how statistics are used in real life and is particularly useful preparation for students taking A levels in subjects that involve handling data and interpreting statistics, such as psychology. The AQA and Edexcel reformed GCSE Statistics specifications were accredited for first teaching from 2017. These qualifications no longer include controlled assessment and will be assessed by examination only.

The new GCSE Mathematics is designed to better prepare students to study maths at a higher level.

4 Source: Joint Council for Qualifications (JCQ) (2017).5 See also: MEI. (2016). MEI position paper on the 2015 reform

of GCSE Mathematics.

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Above: Students work on an Integral card-sort activity.

Core MathsCore Maths qualifications were introduced for first teaching from September 2014 and examinations were taken for the first time in 2016. These level 3 qualifications are intended for students who have achieved grade C/4, or higher, in GCSE Mathematics, but who are not taking AS or A level Mathematics. They develop the skills students need to apply mathematical understanding to the problems they will encounter in their other courses, further study, and future life and employment. Two of the six Core Maths qualifications available – the Level 3 certificate in Quantitative Reasoning (MEI), and the Level 3 certificate in Quantitative Problem Solving (MEI) – were developed by MEI and are administered by the awarding body OCR.

AS and A level StatisticsIn October 2016, the awarding body AQA announced that it would cease the development of its reformed AS and A levels in Statistics. At the time it was the only awarding body developing new versions of these qualifications, and many stakeholders expressed concern that these qualifications would no longer be available. However, in December 2016, Pearson, the awarding body that offers Edexcel qualifications, announced that it would develop reformed versions of AS and A level Statistics. These have since been accredited, meaning these qualifications will continue to be available from September 2017.

AS and A level Mathematics and Further MathematicsReformed AS and A levels in Mathematics and Further Mathematics are being introduced in England for first teaching from September 2017. The changes are significant and will have a major impact.AS qualifications have been decoupled from A levels, and all assessment takes place at the end of the course. There is greater

emphasis on problem solving, reasoning and modelling, and a requirement for the use of technology to permeate teaching and learning. The content of AS and A level Mathematics is now fully defined at national level and includes pure maths, mechanics and statistics. For AS and A level Further Mathematics, some of the content has been fixed at national level; however, there is some choice of content in these qualifications, with different options available.During the planning of the reforms to AS and A levels, MEI worked with the A Level Content Advisory Board and Ofqual to inform the development of all of the new maths AS and A level specifications. We then worked in partnership with OCR to develop new OCR(MEI) AS and A level qualifications in Mathematics and Further Mathematics. These were among the first to be accredited by Ofqual during 2017.Throughout 2016-17, MEI delivered an extensive programme of professional development to help teachers prepare for the

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A level changes. We continued our campaign to ensure teachers were well-informed, and also continued our work on the development of resources to support teaching and learning.

Post-16 participation in maths More students are now studying maths post-16, whether this involves working towards Functional Skills Mathematics, GCSE Mathematics, Core Maths, AS or A level qualifications. MEI has strongly encouraged this trend, and we are delighted to see it advancing.The number of students taking Core Maths in 2017 increased by over 80% from 2,930 in 2016 to 5,3766. The potential annual cohort for Core Maths is well over a quarter of a million students7, and we hope that the outcomes of the recommendations of the Smith review, together with the work of the new L3MSP, will encourage many more schools and colleges to offer these qualifications, leading to a rapid rise in entries. The growing participation in Core Maths does, however, present a staffing challenge at a time when there is a serious shortage of specialist maths teachers7. MEI has continued to work to address this issue by providing professional development courses and teaching and learning materials designed to equip more teachers, including non-maths specialists, to start teaching Core Maths.The UK’s 2017 A level Mathematics entry numbers8 were also very encouraging. Despite an overall reduction of 1.0% in entries for all A levels, A level Mathematics entries rose by 3.3% from 92,163 in 2016 to 95,244. A level Mathematics, once again, had the highest entry of any A level subject.Entries8 for A level Further Mathematics increased by 6.0% from 15,257 in 2016 to

16,172, and have trebled since 2003. AS Further Mathematics entries also grew, by 4.6%. This is encouraging as overall AS entries dropped substantially in 2017, with 42% fewer than in 20169. A major factor in this decline has been the reform of AS and A level qualifications. This has involved decoupling AS levels from A levels, meaning AS results can no longer contribute to A level results. The implementation of these changes has been spread over several years, and the results of decoupled AS levels for many commonly taken subjects were included in the 2017 results. The reform has not yet been implemented for the maths qualifications, and any impact of decoupling on maths AS entries will not be known until the summer of

Fantastic maths/further maths results – ecstatic! Huge thanks to MEI and the FMSP for helping to improve our teaching.

6 These figures are based on awarding body statistics published on 17 August 2017 and updated with City and Guilds data published on 23 August 2017.

7 Smith, A. (2017). Report of Professor Sir Adrian Smith’s review of post-16 mathematics. Department for Education.

8 Source: JCQ (2017).9 Ofqual (2017). Provisional summer 2017 exam entries:

GCSEs, AS and A levels.

AS/A level Mathematics and Further Mathematics entries in England

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25,000

50,000

20052003 2004 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

75,000

100,000

125,000

150,000

175,000

AS Level Further MathematicsA Level Further Mathematics

AS Level MathematicsA Level Mathematics

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

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2018, when the decoupled maths AS levels will be taken for the first time.Girls’ entries to AS and A level Mathematics and Further Mathematics continued to rise, though less sharply than boys’ entries. During the year MEI continued to research approaches to encourage girls to participate in the study of maths post-16 and to disseminate evidence of good practice to teachers and the wider maths community. The FMSP worked with the UCL IOE to carry out projects relating to girls’ participation in A level Mathematics10. In addition, five schools participated in a pilot project to investigate the transferability of strategies that research suggests support girls’ participation in A level Mathematics.Unfortunately, there is growing evidence that changes implemented over recent years in government funding for post-16 education mean that state schools and sixth-form colleges are finding it difficult to maintain the full curriculum previously offered. Since these new arrangements were introduced, many schools and sixth-form colleges have restricted the number of A level subjects a student may take to three. There is also a concern that even though the new GCSE Mathematics is intended to provide a better preparation for further study, its greater demand may deter some students from studying AS or A level Mathematics.The maths AS levels are valuable qualifications in their own right, recognised by higher education and employers. Despite this year’s increased numbers, MEI remains concerned that tight post-16 education funding, combined with the decoupling of AS and A levels, is likely to have a negative impact on the numbers of students studying AS and A level Further Mathematics. Further Mathematics is especially at risk as it is usually taken as a fourth A level subject. We will continue to monitor the situation closely.

2017 A level Mathematics and Further Mathematics entries by gender

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20

30

40

50

60

70

80

Mathematics (95,244 entries)

Male Female

Further Mathematics (17,172 entries)

Percentage of total entry

Five schools participated in a pilot project to investigate the transferability of strategies that research suggests support girls’ participation in A level Mathematics.

10 Smith, C. Golding, J. (2017). Gender and Participation in Mathematics and Further Mathematics: Final Report for the Further Mathematics Support Programme. UCL IOE. Above: Girls’ entries to A level Mathematics and Further Mathematics are far lower than boys.

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It is crucial that teachers are granted time out of the classroom to participate in such opportunities, to reflect on their practice, and to engage with others from their profession.

Teacher shortagesThe national shortage of teachers of maths at all levels continued to be a major concern and was highlighted by Professor Sir Adrian Smith’s review. Unfortunately, this shortage comes at a time when the need for teachers of maths is increasing, with more maths being studied post-16 at all levels and an increase in teaching time for maths in Key Stages 3 and 4. The Government has implemented new schemes to attract more people to teach maths. While MEI supports these and other recruitment initiatives, the retention of teachers is paramount. We believe strongly that regular engagement with high quality professional development is essential for sustaining an effective and well-motivated teaching workforce. It is crucial that teachers are granted time out of the classroom to participate in such opportunities, to reflect on their practice, and to engage with others from their profession.

Above: Teachers engage in MEI’s professional development.

“Expert maths teachers are not easy to find, so it makes sense to do all you can to ‘grow your own’ and ensure the subject team is investing time in the very best professional development. Several of our newer teachers have gained confidence and expertise through the MEI provision. The focus on subject content and practical teaching approaches has brought immediate benefits in the classroom and to the other teachers in the team: a really worthwhile approach.”

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Highlights of the year

2016-17 was an extremely busy year for MEI with changes to education policy, in particular reforms to the maths A levels, affecting many areas of our work.

New MEI maths AS and A level specificationsMEI’s work on the development of new specifications for AS and A level Mathematics and Further Mathematics continued throughout the year. The changes to the requirements were the most radical for over 20 years. We saw this as an opportunity to design engaging, innovative qualifications that would provide students with the best possible foundation for further study and work. In Mathematics, we considered the implications of technology for both teaching and examining and sought to set the specimen questions in a way that encourages the use of technology to promote mathematical understanding. We know that students who study Further Mathematics go on to take a wide range of courses of further study, so we ensured that the options available will allow teachers to choose what best suits their students.We were delighted when all of the new MEI specifications were accredited by Ofqual. Charlie Stripp said, “The four new accredited MEI maths AS and A level specifications provide a coherent set, reflecting MEI’s approach to teaching and learning maths. Our aim is that students will enjoy studying for the new maths AS and A levels and will learn maths in a way that will develop deep, transferable mathematical thinking skills that they will be able to use confidently in further study, work and life.”The new MEI qualifications will be administered by OCR, and we worked closely with them to support the delivery of six one-day conferences, and a week-long Festival of A Level Maths, to provide teachers with information about the changes. In addition, we delivered two ‘pop-up’ one-day conferences for teachers about

the MEI Further Mathematics qualifications, together with similar professional development seminars at the annual conferences of the Mathematical Association and the Association of Teachers of Mathematics.

Support for the new maths AS and A levelsMEI is committed to helping teachers of all specifications through the changes to the maths AS and A levels and we developed an extensive programme of support with this aim in mind.An essential aspect of this programme was our campaign to raise awareness of the changes. It used social media, email and events to encourage teachers to visit the MEI and FMSP websites to access comprehensive information and advice. Guidance was also disseminated through the FMSP’s teacher networks, which provided opportunities for teachers to discuss the issues.With continuing generous sponsorship from Casio, MEI delivered a major national programme of over 60 one-day Get Set professional development courses to support the transition. This started in the summer of 2016, and will continue into 2017-18. The programme was complemented by over 50 one-day events delivered by the FMSP, and by sessions at our 2017 annual conference. As well as developing courses to support the transition to the new A levels, we reviewed and developed our existing A level professional development courses in line with the new specifications.Teachers and students also need high-quality teaching and learning resources for the new A levels. To meet this need:

» We undertook a major review of Integral, which included the development of exciting new resources and features, and a new look and feel for the website.

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The MEI course helped me build on my subject knowledge. Now maths is even more challenging and enjoyable in the classroom.

MEI continues to offer a rich and varied programme of professional development courses designed to meet the diverse needs of 11-18 teachers of maths.

» We worked in partnership with Hodder Education to develop a series of textbooks to support the new qualifications, available in print and digital format. Digital editions can be linked to Integral, providing a valuable new facility for users.

» We developed a flexible and editable ‘Scheme of Work’ as a useful planning tool for all teachers preparing to teach the new A level Mathematics.

Supporting the transition to the new maths AS and A levels will continue to be a priority in 2017-18.

Other support for teachersAn essential aspect of MEI’s work is supporting all teachers of maths. This involves providing professional development, information, advice and guidance, and creating opportunities for teachers to engage professionally with one another.MEI continues to offer a rich and varied programme of professional development courses designed to meet the diverse needs of 11-18 teachers of maths. The range of mathematical content spans Key Stage 3 through to the advanced problem-solving

skills required for entry to some of the most prestigious STEM degree programmes at leading universities. Our courses are designed to meet diverse needs, covering aspects such as curriculum change, subject knowledge, pedagogical practice, departmental leadership and curriculum enrichment. We want teachers to have easy access to our professional development and, where suitable, we offer short live-online sessions at convenient times of the day, as well as face-to-face events across the country, and extended courses, which often involve a blend of these approaches. Participation in our extended courses continued to grow in 2016-17. These courses are designed to help teachers progress into teaching maths at levels they have not previously taught. They

Above: One of the textbooks MEI developed in collaboration with Hodder Education.

Top right: Catherine Berry and Roger Porkess, the textbook series editors.

Top left: Live-online sessions provide teachers with convenient access to professional development.

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include Teaching GCSE Mathematics (TGM), Teaching Advanced Mathematics (TAM), and Teaching Further Mathematics (TFM). TAM, TFM and two other extended courses, Teaching Mechanics and Teaching Statistics, can attract Masters credits, which can lead to a postgraduate level qualification.Throughout 2016-17 we worked closely with several partners to expand and enhance the range of support available to teachers:

» We continued a three-year project with the University of Cambridge, delivering free courses to introduce teachers to the University’s Underground Mathematics resources for A level Mathematics, now hosted on the University’s NRICH website. These courses will continue until March 2018, by which time we will have delivered the equivalent of over 200 one-day courses.

» Working with Casio, we continued the development of a network of teachers with expertise in the use of technology in teaching A level Mathematics, including the use of graphical calculators. These teachers develop and trial resources and support other teachers to develop their skills in the use of technology to enhance their teaching.

» In partnership with STEM Learning, we delivered several professional

development courses that attracted ENTHUSE bursaries, enabling teachers to attend for little or no cost.

» Funded by the British Council’s Connecting Classrooms Programme, and in conjunction with the NCETM, we delivered three Critical Thinking and Problem Solving courses. These were hosted by Maths Hubs and involved around 30 teachers.

» We also continued our contribution to the Stoke-on-Trent Mathematics Excellence Partnership. This three-year programme, which started in 2015-16, focuses on improving the teaching and learning of maths across the city, and particularly at GCSE. We have been closely involved with several initiatives, including a course for heads of maths departments, and a major project working with local colleges to support those teaching students who are retaking GCSE Mathematics.

The FMSP helps schools and colleges to develop their capacity to teach AS and A level Further Mathematics and to raise participation in maths A levels. To support these aims, as well as providing extensive professional development for teachers of the new maths AS and A levels, the FMSP:

We want teachers to have easy access to our professional development.

Left: A teacher explores the functionality of a Casio graphical calculator.

Above: Underground Mathematics exhibit at the MEI Conference.

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I absolutely loved the conference and I’m super keen to go again next year. Many, many thanks to everyone at MEI for all the hard work and effort that went into a brilliant, useful, well-managed, inspiring, informative, principled, practical, illuminating, useful and fun conference.

Top: MEI’s Chris Saker talks to teachers at an FMSP event.

Above: Using 3D graphics in a multivariable calculus session at the MEI Conference.

An important aspect of the FMSP’s work is to improve Key Stage 4 students’ experience and confidence in maths, so that more continue to study it post-16.

» delivered two-day Key Stage 4 Extension and Enrichment courses, and also a range of one-day courses and a conference for Key Stage 4 teachers to support them in deepening the understanding and enriching the experience of their GCSE students; in 2016-17 these were attended by a total of over 700 teachers

» provided Advanced Mathematics for Teachers in Early Career courses on teaching A level Mathematics, attended by 190 trainee or newly qualified teachers, (this course was developed by UCL IOE as part of an FMSP project)

» delivered a series of one-day courses to help teachers with the new Higher Tier content of the new GCSE Mathematics, attended by 360 teachers

» worked with the NCETM to train and accredit 43 new A level Maths Professional Development Leads, building on the previous year’s successful pilot.

These are some of our large-scale activities; however, other aspects of our teacher support work also continue to make a big difference to teachers, year on year.

ResearchEarly in 2017, MEI started work on a research project, funded by the Education Endowment Foundation (EEF), to investigate the impact of the effective use of contextualisation in the teaching and learning of resit GCSE English and Mathematics. The project is being managed by the Association of Employment and Learning Providers, which is working in partnership with MEI. Together, we are delivering a programme of support for post-16 vocational learning providers, which includes professional development, support and resources. A pilot involving six providers commenced in July 2017. The results of this pilot will be reviewed in February 2018. The EEF will then decide whether to proceed with a large-scale randomised controlled trial in 2018-19 to evaluate the impact of the programme.

MEI’s annual conferenceMEI’s 2017 annual three-day conference was held at Keele University at the end of the academic year. We were joined by 240 delegates for a comprehensive programme of activities including 100 stimulating sessions and plenaries, an extensive exhibition, social activities, and many other opportunities to share ideas and be inspired. The atmosphere was buzzing and the feedback was excellent.

Student supportThe majority of MEI’s direct engagement with students takes place through the FMSP, which provides tuition for students of AS and A level Further Mathematics, much of it delivered online. In 2016-17 the FMSP provided tuition to a total of 163 sixth-form students. It also expanded its programme of Live Interactive Lectures, which supports schools and colleges with their teaching of AS and A level Further Mathematics, to include 278 sixth-form students.An important aspect of the FMSP’s work is to improve Key Stage 4 students’ experience and confidence in maths, so that more choose to continue to study it post-16. The FMSP provides

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enrichment and extension activities, together with information and advice about further study and careers. In 2016-17, this included a range of enrichment events attended by over 12,000 students. To further engage students during this key period of their education, the FMSP organises a national Year 10 Maths Feast competition; in 2016-17 more than 3,500 students participated in this competition.The FMSP also provides enrichment activities for maths A level students. These include the Senior Team Maths Challenge competition, organised in collaboration with the United Kingdom Mathematics Trust. Entries have continued to rise and the 2016-17 competition involved 65 heats, with entries from 1298 schools. The national final in London in February 2017 included 88 teams – the most ever. Demand for tuition and support for the STEP, AEA, MAT and TMUA11, now required by several leading universities, remained high, and MEI continued to provide online courses and resources to support Year 13 students preparing for them. In addition, we delivered our Problem Solving Matters programme for Year 12 students intending to take the MAT and TMUA. The course consists of three face-to-face study days (hosted by the University of Oxford, Imperial College London, Durham University, and Warwick University); three summer assignments; and five online follow-up sessions. The FMSP also provided regular local classes across England for students preparing for the STEP, AEA, MAT and TMUA. These courses help ensure that all students can access the expert tuition they need to gain places on the most prestigious STEM degree programmes.

Independent evaluation of the FMSPIn May 2017 Sheffield Hallam University reported the results of its independent

evaluation of the FMSP12. It concluded that the FMSP was well regarded by schools and colleges, and that there appeared to be a positive association between involvement with the FMSP and an increase/sustainment in numbers of Further Mathematics students. However, the report suggested that changes in funding and in the A level and GCSE Mathematics specifications threatened not only future growth, but also the maintenance of current provision.

ResourcesThe majority of MEI’s resources-development effort over the last two years has been invested in preparing Integral for the 2017 maths A levels. The content, which is tailored to match different specifications, has been adjusted to align with the 2017 maths AS and A level specifications, and expanded with new resources for problem solving, mechanics and large datasets together with enhanced teacher areas that contain numerous classroom activities and

Top: MEI Conference 2017 exhibition.

Above: Senior Team Maths Challenge.

11 The STEP (Sixth Term Examination Paper), MAT (Mathematics Admissions Test), and TMUA (Test of Mathematics for University Admission) are admission tests; the AEA (Advanced Extension Award) in Mathematics is a qualification.

12 Stevens, A., Boylan, M., Booth, J. Stiell, B. (2017). Study of Further Mathematics security and engagement with FMSP. Sheffield Institute of Education, Sheffield Hallam University.

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provide support with planning. New features have been added, including interactive Walkthroughs, which students can use to discover and explore new topics, and Skill Packs, which allow them to practise at their own pace. The interface has been given a new look and feel, with improved search and navigation, and supports use with tablets as well as with larger screen devices. We also built a new website where prospective users can find out more about Integral, with video tours and online subscription payment. We will continue to support the legacy version of Integral in parallel to the new version until the last legacy examinations are held in the summer of 2019.In addition to continuing this major project throughout 2016-17, we developed several exciting, new, free resources to enrich maths teaching and learning. We were delighted when the Institution of Engineering and Technology (IET) commissioned us to produce new material to complement the IET’s Faraday suite of STEM resources. We created a set of 20 short Key Stage 4 problems to promote the development of reasoning and problem-solving skills, and to make connections with engineering contexts. We also worked with the IET to develop five videos demonstrating practical mechanics experiments for teachers to carry out with their AS and A level students using simple, everyday equipment.

We developed two new apps: » With sponsorship from the IET, we developed A bundle of graphs, aimed at Key Stage 4 students. The app supports learning about graphs, using animation to bring the graphs to life.

» In June 2017 we released a beta version of Factris, a classic risk-reward, high-score game in which players reshape dropping rectangles and pack them together. It appeals to a wide audience and helps develop numeracy, packing skills, and knowledge of factors.

Recognising the need to support teachers with the increased problem-solving content of both GCSE Mathematics and A level Mathematics, we developed a free guide for teachers, which suggests practical approaches to apply in the classroom to help develop these skills. It is accompanied by 25 example problems and worked solutions. We also added to the Core Maths resources for the OCR Core Maths qualifications to support formative assessment of students during these courses.

CommunicationMEI’s engagement with teachers and other stakeholders continued to expand. We exhibited at more events than ever before, including six OCR events on the new A levels at

Irrespective of their roles or engagement with the programme, teachers were overwhelmingly positive about the FMSP.

Factris provides a tactile, visual, and game-ified approach to factoring sure to strengthen any learner’s ability. Addictively challenging, students will be learning before they know it!

Left: Students explore an Integral Walkthrough.

Right: One of the resources MEI developed for the IET.

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locations throughout England, and numerous Maths Hub conferences. Our social media presence grew considerably. The number of MEI Twitter followers and MEI Facebook likes increased by more than 20%, and FMSP Twitter followers were up by more than 50%. There were more than 3000 subscribers to the FMSP Revision Videos YouTube channel with more than 600,000 views, and over 800 subscribers to the MEI YouTube Channel with more than 150,000 views.We made several contributions to academic conferences and associated publications, including the new Mathematics Education beyond 16: Pathways and Transitions conference. Regular contributions were made to various professional organisations’ membership publications, such as the Institute of Mathematics and its Applications’ Mathematics Today, and the Mathematical Association’s Mathematics in School. Articles were on a variety of topics, including: the new AS and A levels in Mathematics and Further Mathematics; schemes of work; developing the FMSP’s Key Stage 4 Extension and Enrichment courses; and the numerous types of professional development MEI provides. We also collaborated with academics from Sheffield Hallam University to present a paper at a conference of the British Society for Research into Learning Mathematics, which considered the fragility of A level Further Mathematics in schools and colleges.In March 2017 MEI held a parliamentary reception at the House of Lords, hosted by Lord Broers. The event was well-attended by

a broad range of stakeholders with a keen interest in improving maths education.This event highlighted MEI’s concerns for the future of post-16 maths education and called for the support of those gathered to help address them. The key messages were:

» The sustained growth in AS and A level Mathematics and Further Mathematics entries has been a great success. We must ensure policies continue to support this, so that schools and colleges can maintain and continue that growth.

» Greatly expanding Core Maths numbers must be a priority. Long term plans and funding must be put in place to ensure this happens.

» The current policy for GCSE Mathematics resit is not working. We must ensure better alternatives are available that meet the needs of students.

» Teachers of maths are a vital resource. They must be nurtured, and they must have an entitlement to professional development, so that they can provide the maths education our young people need and deserve.

Above left: MEI reaches 10,000 Twitter followers.

Above: MEI’s Richard Lissaman talks to visitors at The Education Show.

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http://www.bsrlm.org.uk/IPs/ip36-2/BSRLM-CP-36-2-08.pdf

http://www.bsrlm.org.uk/IPs/ip36-2/BSRLM-CP-36-2-08.pdf

MEI ANNUAL REVIEW 2016-2017MEI ANNUAL REVIEW & ACCOUNTS 2013-2014

Financial review

EXPENDITURE ON:

Raising funds 56,106 – 56,106 75,321

Charitable activitiesCurriculum and Resources 511,108 7,216 518,324 526,409Teacher Support 426,010 170,717 596,727 577,567Business Development and Communications 82,539 – 82,539 136,277

Further Mathematics Support Programme – 5,238,929 5,238,929 5,318,673

Total expenditure 1,075,763 5,416,862 6,492,625 6,634,247

NET INCOME/(EXPENDITURE) (28,584) 25,131 (3,453) (106,798)

Gross transfers between funds 6,992 (6,992) – –

Net movement in funds (21,592) 18,139 (3,453) (106,798)

RECONCILIATION OF FUNDS

Total funds brought forward 951,138 337,582 1,288,720 1,395,518

TOTAL FUNDS CARRIED FORWARD 929,546 355,721 1,285,267 1,288,720

Unrestricted funds

Restricted funds

2017 Total funds

2016 Total funds

£ £ £ £INCOME FROM:

Donations and legacies 69,232 – 69,232 67,914Other trading activities 307,338 – 307,338 284,596Investments 1,418 – 1,418 1,655

Charitable activitiesCurriculum and Resources 137,580 7,216 144,796 87,069Teacher Support 531,611 170,717 702,328 644,019Business Development and Communications – – – 78,736Further Mathematics Support Programme – 5,264,060 5,264,060 5,363,460

Total income 1,047,179 5,441,993 6,489,172 6,527,449

MEI Statement of Financial Activities for the Year Ended 31 March 2017 (Incorporating an Income and Expenditure Account)Extract from audited accounts

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In 2016-17 a deficit of £3,453 was recorded compared to a deficit of £106,798 in the previous year. Total income was £6,489,172 (2015-16 £6,527,449) and total expenditure was £6,492,625 (2015-16 £6,634,247).

2016-17 financial performance reflects continued budgeted investment in three key areas:

» support for, and development of, the new maths AS and A level specifications

» our online teaching and learning platform, Integral

» expansion of our communications and marketing capacity.

MEI’s 2016-17 out-turn was significantly better than budget. Planned investment was partially offset by our continued success in identifying and realising new income streams, and effective cost control.The income and expenditure account continues to be dominated by the FMSP which accounted for 81% of total income and 81% of total expenditure.Total Reserves at 2016-17 year end were a healthy £1,285,267 of which £929,546

were unrestricted and £355,721 restricted (all FMSP). Cash flow continued to be well managed throughout the 2016-17 financial year and remains a key priority.The summary financial statement is only a summary of the information in the charity’s full financial statements (on which the auditors gave an unqualified report).The full statutory financial statements, including the trustees’ report and the unqualified auditors’ report, can be obtained from:MEI Monckton House Epsom Centre White Horse Business Park Trowbridge Wiltshire BA14 0XG

The full financial statements were approved by the Board of Trustees on 30 June 2017 and have been submitted to the Charity Commission.

Malcolm Grubb Finance Director, MEI

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The significant changes to the maths education environment experienced in 2016-17 are set to continue into 2017-18.

Our work over the coming year will focus on supporting schools, colleges and teachers to implement these changes, in particular the transition to the new maths AS and A levels.We will continue to develop our work to encourage post-16 participation in maths and equal opportunities for students, aiming to ensure all can access the maths support they need to enable them to maximise their potential. We will also progress our work on primary maths and the transition from Key Stage 2 to Key Stage 3.

Looking ahead

We welcome your involvement with MEI. There are several ways in which you can keep in touch with us and support our work.

Education providers can register with us free of charge as Educational Associates, and receive regular communications, including topical teaching and learning resources.If you are interested in contributing to our work to improve maths education, please consider becoming an individual member of MEI. Benefits include voting rights, regular communications, and discounted fees for our annual conference and some of our professional development courses.If you are an employer, you can support our work as an MEI Corporate Associate. There are also many ways in which you can be more directly involved, from showing us how you use maths in your workplace to sponsoring our activities. We can also help you develop your employees’ maths skills.You can follow MEI on Facebook, Twitter and LinkedIn, and subscribe to our YouTube channels.To find out more, please visit: mei.org.uk

Get involved

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www.mei.org.uk

facebook.com/MEIMaths

@MEIMaths

linkedin.com/company/mathematics-in-education-and-industry

www.youtube.com/MEIMaths

MEIMonckton House, Epsom Centre White Horse Business Park Trowbridge, Wiltshire BA14 0XGT 01225 776 776 F 01225 775 755E [email protected] W mei.org.uk

Company registration number: 3265490 Charity number: 1058911

www.mei.org.uk

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