Core maths could be the key to boosting post-16 students’ numeracy skills after six months away from the classroom, according to new research.

The report, entitled The Early Take-up of Core Maths: successes and challenges, shared exclusively with Tes and published by the University of Leeds’ School of Education, suggests that while currently core maths has limited cohorts studying it, the qualification improves critical thinking and problem-solving related to real-life experiences.

The level 3 qualification was introduced in 2015-16, as part of government policy to substantially increase post-16 mathematics participation in England. In 2017, the government pledged £16 million across two years to improve 16 to 19 maths after research found that too many teenagers dropped maths after GCSE. Part of this funding was dedicated to ensuring that more schools and colleges offered core maths. 

In 2020, 11,791 students received awards in core maths. 

Research: Study highlights need for ‘core maths’ qualification for post-16 students

Background: What does the Smith Review of post-16 maths say?

More: New core maths course a ‘challenge’ for colleges, warns AoC

Co-author of the report Dr Matt Homer told Tes that after the outbreak of Covid-19, students needed the maths skills to be able to interpret data and understand figures more than ever. 

He said: “Lots of core math teachers and core math trainers, they bring stuff into the lessons from the news and at the moment I mean there’s been so much quantitative data - it’s unbelievable. 

“We do know that the public’s average level of understanding of this stuff is not great, so anything that can help build that capacity in people to be able to understand what the government is saying and perhaps be able to see that maybe it’s not always particularly accurate, is a good thing.”

Core maths: Translating maths into real life

In core maths, students study maths principles in their practical applications, such as taxes, mortgages and loans. Dr Homer said that those practical elements to the qualification do really engage students. 

He said: “The types of activities that students study in core maths, in terms of critical thinking, problem-solving, maths as a communicative and understanding tool, can really motivate students and help them to understand parts of their world better. 

“One of the things that really came out of our research was how some of the maths that they were doing to do with finance was really well received because they can see the relevance.”

The qualification is a one- or two-year course to be taken alongside A levels and BTECs. Participation in post-16 mathematics in England remains much lower than in many other economically developed countries. 

In 2019, there were 85,000 maths A-level students in England in 2019, but over 200,000 other learners with good GCSE maths passes dropped the subject completely. 

However, Dr Homer said for core maths to really become embedded in the system, the government needed to fund it properly and higher education needed to recognise its purpose. 

He said: “There needs to be a systemic shift - the [Department for Education] needs to do more with funding and valuing the qualification. Higher education needs to come on board. It’s all those sort of pull factors that would then push colleges to enhance their provision if they can.

“GCSE resits suck out so much resource for FE colleges in terms of maths. Many people would say is that the best policy? But it is what it is at the moment and it’s definitely inhibiting the growth or at least inhibiting the capacity of math departments and colleges to kind of take a step back and think “what else could we be doing?’”