The popular A-level subject that the UK is struggling with
A level maths is getting stronger. Maths is the most popular subject choice, and further maths, a separate A-level course, has seen the most growth in interest. Despite this, concerns about the mathematical skills of young people who do not choose to study mathematics after the age of 16 still continue.
In England, students who pass GCSE mathematics at grade four or above but do not take A-level or AS-level mathematics are eligible to take the foundation mathematics qualification.
Foundation maths was introduced in 2014-15 to address the gap in post-16 maths education. However, the number of entries remains far below what could be possible. Many students who would benefit from mathematics after the age of 16 do not take this course.
A 2010 report by the Nuffield Foundation found that students in the UK were lagging behind their peers in other countries when it came to participation in mathematics after the age of 16. Further research by the Royal Society and higher education charity AdvanceHE showed that many were as a result underprepared for the demands of university courses or careers.
Survey data also revealed that more than half of adults in the UK have low maths skills.
Many courses at university contain mathematical or quantitative elements but do not require AS or A level mathematics for entry. These include psychology, geography, business and management, sociology, health sciences, biology, education and IT.
Many students have not studied mathematics since GCSE, resulting in a lack of fluency and confidence in using and applying it.
Basic mathematics reinforces and develops students’ mathematical understanding. The focus is on the use and application of mathematics to unique problems drawn from study, business and life. This includes understanding and using tools such as graphs, statistics and spreadsheets, as well as understanding risk and probability.
Despite incentives, participation remains low; schools receive an additional £900 in funding for each student studying basic maths. In 2025, 15,327 students took basic mathematics courses; This is a 20% increase compared to 12,810 entries in 2024, which is very encouraging. However, the Royal Society’s research in 2022 found that less than 10% of A-level students not taking A-level maths were taking core maths courses, and even with current numbers this would not change significantly.
increased enrollment
There is a strong government commitment to increasing participation in mathematics through core mathematics after the age of 16 in England. Many schools and colleges have embraced the issue, and universities have also expressed their support.
But a real incentive for young people to study this subject would be if they were rewarded for entering university. Universities may allow students to enter a course with lower A-level grade profiles than would normally be required if they also pass core maths subjects, for example. However, the number of universities offering such offers is small.
About the author
Paul Glaister CBE is Professor of Mathematics and Mathematics Education at the University of Reading.
This article is republished from The Conversation under a Creative Commons license. Read original article.
Schools and colleges need stronger signals from universities to encourage students to offer opportunities to study for a core mathematics qualification and to encourage their students to do so. Transforming today’s landscape into one where the vast majority of 16 to 19-year-olds in England study a form of mathematics that suits their current and future interests and needs will require reform.
The Royal Society’s 2024 report on maths and data education sets out the range of reforms needed to develop the mass maths, quantitative and data skills needed for the careers of the future. These include compulsory mathematics and data education until the age of 18. Expanding the scope of core math courses can be an excellent way to start achieving this.
