I have shamelessly stolen part of the title of this post from a report published almost a decade ago.
Why do this?
For three reasons really.
The first is because a high profile report was published today by the Sutton Trust on all students taking maths up to age 18 in England. This is familiar territory for many of us involved with mathematics education and who remember the Smith Report of 2004. It explored post16 pathways for mathematics in parallel with the Tomlinson review of 14-19 education (note: the group Headteachers’ Roundtable are revisiting the latter with a proposed English Baccalaureate framework).
The second reason is because another product of ‘Making Mathematics Count’ was the long-term sustainability of the Advisory Committee on Mathematics Education (ACME), which is holding its annual conference next week. I helped establish the committee in 2002, working in the secretariat until 2009. A regular dilemma was how to resource it and the Smith Report strongly supported ACME’s policy role, so helping open doors to core Government funding and the requirement of Ministers and civil servants to listen at least a bit to independent advice.
The third reason is because I want to highlight selfishly some previous posts over the last year which also had mathematics tagged in them:
- this one was about comparing England with New Zealand educationally;
- and this one was about some aspects of post16 education in England a year ago;
- and finally this one reported on last year’s ACME conference – it’s always good to see what has happened over the course of a cycle, so I will update it after next week’s event.
P.S. As a minor bit of trivia, I suggested ‘Making Maths Count’ as a strap line for ACME in 2002 when we first designed the branding – it was rejected together with the whole idea of having a strap line. 😦