Original post by BalerocI understand your reasoning and logic behind this, based on evidence submitted; however, I disagree with some points raised. My explanation for the disagreement focuses on concluding Mathematics is not appropriate for certain candidates, and perhaps true in certain circumstances; but what you are missing is the fact people change. Quickly. In one single year, a person can change from an E grade student to an A* grade student.
The problem today is that not enough students are given that opportunity: to prove their enhanced ability. You cannot determine, through a select number of candidates that it is a tautology that for all students achieving a C grade, then there does not exist a student that can achieve well in Mathematics at a higher level. That research has proven designated candidates, who perhaps, have little interest in Mathematics, would perform badly at Mathematics. What it has not proven, is the following deduction: If we assume that a selection of ten thousand candidates is chosen from a pool of C grade students, that have demonstrated their passion for Mathematics, and willingness to solve problems, are then progressed to higher level and monitored, would this deduce the same result? Most C grade students, who have demonstrated their passion, are declined to progress to higher level.Perhaps, it could be a case, that the students that participated in the research - that progressed to higher level Mathematics - were not passionate enough.
Allow me to explain my reasoning, and logic:
From a young age, I had only achieved a C in Mathematics at the end of Year eleven. The reason: I had no interest. Thought it was pointless. Believed Mathematics was a waste of time; who thought I would use Pythagoras's theorem, or count how many sweets Jimmy had in his shop. But at the end of my exam. I realised. I was wrong.Year twelve, I realised. It was too late. My only hope of Mathematics and Computer Science - that underlays the principles, tools, methods, and theory of computing - was performing well in my other subjects. Ultimately, I did. So I went to one of the top Russell Group Universities in the United Kingdom to study Computer Science. Furthermore, as the subject focuses on the methods and theory of computing, this included topics from a-level mathematics; namely: Induction, Recurrence, Dijkstra's and Kruskal's Algorithms, Calculus, Discrete Math, and much more - all topics of a-level mathematics students.
As a student who had only achieved a C grade at GCSE Math, who was granted an opportunity to study Computer Science at the university, I had achieved an A* in all math modules. Similar topics listed in an a-level exam with only three months to learn as opposed to having eight months at a-level under the current system, I had done it. A C grade student, earned an A* in math.The purpose: I had worked hard, harder than I had imaged. But ultimately, I had fun. Since my new development as I aged, I developed an interest in Mathematics and coding. I have since done Math and Coding every day, ever since. All you need is a passion; and I challenge anyone that says there is not a student out there that can prove themselves providing they have that passion.
People change. A year is all it takes. It would not be easy, but saying a student has virtually no chance of achieving a-level mathematics with a C grade is enough for them to prove everyone wrong. I have done it. And if one person has done it, then so can the next person.