Postgrad Maths at Oxbridge

I've had a really good read at the unofficial guide to Part III from one of the unis and it seems heavily research-orientated if you do the MASt Mathematical Sciences @ Cam?

Like you have to be dead set on research before you even finito undergrad?

I would note that the OU grading doesn't correspond to "brick and mortar" uni classifications - the equivalent to a 1st class result in an OU module would be a pass grade 1/distinction (usually 85% or more). I imagine pass grade 2 would be the minimum expectation for Oxford, if not distinctions. A potentially more significant issue is that the OU may not provide the necessary depth in certain areas of pure maths compared to those who have undertaken a maths degree elsewhere, which may be an issue for either programme ("even" if you want to specialise in applied or applicable maths, because core areas of pure maths necessarily underpin these, mostly analysis).

While between the two pure maths modules you cover the essentials of linear algebra, basic analysis and some metric spaces (among other material less relevant to applicable and applied maths), the structure of the modules and assessment as I understand is more in common with the earlier modules offered e.g. multiple choice exam and short problem sheets with a lot of computational elements. There seems to be less formal proof writing in either the TMAs or exam for those modules, compared to brick and mortar uni students who would be taking modules covering similar material and having them be essentially all proof based, to some extent, which may not really provide you with the necessary background to undertake the lecture courses offered on the respective masters programmes at Oxford and Cambridge.

In theory it would be possible but I don't think you will probably be able to directly apply to a masters course at either, realistically, and I think you would probably need to do some further study beforehand. KCL used to offer a standalone postgraduate diploma programme that let you take modules from years 2/3 of their undergraduate programme, which probably would be an ideal way to bridge any potential gap in background. However I can't find info about it on the "new" KCL site, so it's unclear whether the programme has been retired as a standalone qualification and the PGDip is now only offered as an interim award if you fail to complete the masters there...It's worth noting that Part III at Cambridge specifically indicates (or at least previously did) that it is not uncommon for students (particularly from education systems dissimilar to the UK brick and mortar uni format for maths degrees) to apply to it already holding a masters degree in maths.

Part III is the normal expected preparation for maths PhD students at Cambridge by the department, it seems, although there is relatively little research work in that degree itself (an extended essay is an option, but that's as much as it gets). That said the level of maths covered in the Part III courses is apparently very advanced and for some options may well involve doing research-adjacent activities (e.g. reading current papers being published in that field). It is fundamentally a taught masters course though where the majority of assessment is going to be from end of year exams.

I imagine many people do Part III even if they don't plan to do a PhD (in maths/at Cambridge/at all) and then apply to various graduate roles. So it's not "just" for would-be researchers.

Firstly thanks for this! This has actually been really helpful. Especially because I've never really got my head around the Pass 1/ Pass 2 etc myself.

So far for the three modules I've undertaken, I can defo vouch that a lot of our work is often problems to be solved in iCMA's and TMA's.

Usually I'd have sat two exams this year but COVID messed that up so we did an EMA in lieu.

I might defo have to revisit the drawing board in any case then for now!


Ahh I understand. It seems to me that a lot of people entering Cambridge Part III have generally done their undergrad there already so are used to the teaching style am I right?

Again, thanks for your help