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Consequences of GCSE in Mathematics for Degree Studies

Published online by Cambridge University Press:  28 July 2025

Keith Hirst*
Affiliation:
Faculty of Mathematical Studies, University of Southampton SO17 1BJ

Extract

The relative merits of GCSE and O-level were extensively debated at the time of the introduction of GCSE in the late 1980s. Various aspects have been under discussion since, especially in changes in grade distributions in various subjects. The ‘knowledge gap’ was identified as a particular problem in so called ‘linear’ subjects, in particular mathematics and the physical sciences. The gap referred to was the one created by the policy of the government in reforming the curriculum up to the age of 16 without making matching changes post-16, for A-level in particular. Indeed, a report (see [1]) from the School Examination & Assessment Council to Kenneth Baker as Secretary of State in My 1989 referred to this gap. That report was compiled by SEAC in the Spring of 1989 on A/AS levels. It referred to “ … the claim made by many respondents that the gap between GCSE and A-level was too great for them to provide appropriately for a sizeable proportion of 16 year olds who might otherwise continue full time education beyond the compulsory period.” Sixth form mathematics teachers have been well aware of this problem and have taken appropriate measures. Some of these have consisted of ‘remedial algebra’ or ‘crash courses’ in algebra at the beginning of the A-level course. Some of the problems are discussed in detail in [2] and [3].

Information

Type
Articles
Copyright
Copyright © The Mathematical Association 1995

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References

1. SEAC Examination Post-16. Developments for the 1990s. School Examinations and Assessment Council, 1990.Google Scholar
2. Harding, D. and Hirst, K.E., (eds.) Mathematics 16–20. Proceedings of the conference, July 1989, Nottingham. Shell Centre for Mathematical Education, Nottingham 1989.Google Scholar
3. Hirst, K.E., The National Curriculum and A-level Reform, Bulletin of the IMA, 29, 1993, pp. 915.Google Scholar
4. London Mathematical Society The Future for Honours Degree Courses in Mathematics and Statistics, 1992.Google Scholar
5. UCAS/CVCP University and College Entrance 94.Google Scholar
6. Hirst, K.E., Changes in School Mathematics: Consequences for the University Curriculum (University of Southampton), 1991.Google Scholar