This paper explores the potential impact of a national pilot initiative in
England aimed at increasing and widening participation in advanced mathematical study
through the creation of a new qualification for 16- to 18-year-olds. This proposed
qualification pathway
—
Use of Mathematics
—
sits in parallel with long-established,
traditional advanced level qualifications, what we call
‘
traditional
Mathematics
’
herein.
Traditional
Mathematics
is typically required for entry to mathematically demanding
undergraduate programmes. The structure, pedagogy and assessment of
Use of
Mathematics
is designed to better prepare students in the application of mathematics,
and its development has surfaced some of the tensions between academic/pure and
vocational/applied mathematics. Here, we explore what
Use of Mathematics
offers, but we
also consider some of the objections to its introduction in order to explore aspects of the
knowledge politics of mathematics education. Our evaluation of this curriculum
innovation raises important issues for t
he mathematics education community as
countries seek to increase the numbers of people that are well prepared to apply
mathematics in science and technology-based higher education courses and work places