[q2]> >I think that 25% of A level students get a grade A so it is a guide to Mathematical ability - it[/q2]
[q2]> >allows you to know that a candidate is in the[/q2]
top
[q2]> >quartile of A level mathematicians [...][/q2]
[q1]>[/q1]
[q1]> Stop! No, it means they're in the top quartile of those doing A-level maths, which is heavily[/q1]
[q1]> "contaminated" with physicists, chemists, engineers, economists, and thousands of others. The[/q1]
[q1]> mathematicians are only a small minority, and they're very heavily concentrated in that top[/q1]
[q1]> quartile.[/q1]
Our differing definitions of mathematicians have caused us to disagree here. I defined
mathematicians in the 16-18 sense (ie. "A level Mathematicians" - those who do A level maths) - you
defined mathematicians as those who continue post 18 I think.
I suspect we are both right in our definitions - they meet our needs in day to day speak.
[q1]> What's more, many of the mathematicians and physicists and a significant number of others are also[/q1]
[q1]> doing Further Maths, and for these people the [single] maths should be an absolute doddle, even if[/q1]
[q1]> they're struggling with FMaths.[/q1]
The exam board speak is that Further maths isn't "harder maths" (as it used to be) but is just
"extra maths". I personally don't agree as the content of P6 is certainly harder than P2 (for
example) but the exam boards state otherwise.
[q1]> There may be no need for extra *content*, but there will be [perceived] need for extra teaching;[/q1]
[q1]> your "bright sparks" will want to see and try past papers, and will expect to be coached on the[/q1]
[q1]> techniques used to solve these harder/longer questions,[/q1]
I intend to give these students exposure to these AEA questions as part of the natural
differentiation and extension work in class (and will mark them as I do equally with work
designed to help the slower students along) but don't intend to offer any extra lessons or
coaching for the paper.
Perhaps other teachers could comment on plans at their institutons.
[q2]> >The grade A students will be split into 3 (Distinction, Merit and fail) allowing (in effect)[/q2]
[q2]> >three different A grades - A**, A* and A. i would[/q2]
have
[q2]> >felt this would meet some of your needs as an admissions tutor.[/q2]
[q1]>[/q1]
[q1]> Yes, it will -- *if* [big IF] it becomes standard fare for almost all serious mathematicians [in a[/q1]
[q1]> way that STEP hasn't].[/q1]
We obviously don't know if AEA will take off. Since it's a replacement for the old Special Papers I
wonder if anyone can add to the discussion by letting me know if the take-up for these was universal
across colleges & schools or patchy! I would suggest that the pattern of AEA may replicate that of
the old specials.
[q2]> >I have set some of the questions from the trial paper to my more able mathematicians as homeworks[/q2]
[q2]> >- they have gone away and struggled, thought,[/q2]
considered and tried things and eventually come up with good solutions without any
additional teaching.
[q1]> OK, but this is as an optional extra. Would they still just go away and struggle unaided if they[/q1]
[q1]> needed a Merit to get to their desired univ?[/q1]
Good point - I think they might come looking for help & coaching in this case. I would argue with
them that coaching them through a particular question would be of little benifit as (hopefully)
questions would not be standard and repeating. This is unlike some of the main A level questions
which can be coached (to some degree). I hope my teaching encourages students to struggle and
persist at whatever level they are working.
[q2]> >I know some Uni's insist on A level Further Maths for entry onto a[/q2]
course.
[q1]> I don't know of any offhand, though I haven't checked.[/q1]
I think Warwick might. That's word of mouth though!
[q1]> Perhaps, but I'm not as convinced as I would have been a few years ago. "Smaller" schools are[/q1]
[q1]> typically [at least, in relation to our applicants] indies, which often seem "happy" to put on[/q1]
[q1]> FMaths even for tiny numbers.[/q1]
I'll give an example of a non-Indie school - ours - it may be common place or otherwise outside of
your applicants - I'm not sure.
Lower sixth - 80 students - of which 35 started A level maths - two groups of 15 both studying
identical modules (P1,S1 and m1 in year 12, P2, P3 and S2 in year 13) plus a Further Maths
group of 5.
We have no option (currently) of offering differing modules to our A level students based on their
other subjects - they don't break down nicely into "Physics students" on one side and "Psychologists
etc." on the other - this is largely due to the wierd and wonderful combos of 4 AS levels students
study nowadays. The old Maths, Phys, Chem idea has well gone!
We are currently looking to see if we can find any innoivative ways of mixing groups to offer
differing module combos - it's not looking good at the minute.
We are not running FM next year - only 2 applicants. Our minimum is 6 (we started last year with 6
but one left college) - in a college of 80 this will be a non-frequent course i think. Although our
current Year 10 students are good - that might transfer into FM applicants.
[q1]> In that case, enough modules to run AS FMaths are already running, and indeed we have already seen[/q1]
[q1]> a sharp increase in the number of applicants offering AS FMaths and a corresponding decrease in[/q1]
[q1]> the numbers offering only Maths.[/q1]
Not sure this is the case - for AS Further maths P4 is compulsory and therefore, since this is
not part of most A level module combos, extra teaching time (and resources which is the big
issue) are required.
The whole module combos thing is a minefield that most schools are fighting their way through to
offer maximum flexability of courses with minimal cost.
[q2]> >I'm unsure how this fits in with your statement that you can't ask for[/q2]
AEAs
[q2]> >unless all schools do them? Do Nottingham still ask for Further Maths? If[/q2]
so
[q2]> >couldn't you ask for AEA's also?[/q2]
[q1]> We *don't* ask [and never have] for FMaths. OTOH, if an applicant is doing it, then we slap an A[/q1]
[q1]> grade on it.[/q1]
Apologies - I hadn't realised this. I required a B at further maths to get into Nottingham Uni to do
Maths - I was never told this was not a pre-requisite but rather an offer made because i was doing
the subject.
As it was I got a C - did Maths with Engineering at Nottingham, got a 2:1 and had a great time -
loved the course - loved the people - loved the city - still here!
[q2]> >I don't know if you've had the opportunity to look at an AEA paper [...][/q2]
[q1]> No. May have to if it becomes a serious issue![/q1]
I look forward to seeing if it does!
Cheers,
Steve