Mathematics is a compulsory part of the National Curriculum for all Key Stages. However mathematics is perceived by many students as being hard, boring, not relevant to their future and not leading to employment. (Smith 2004), (QCA 2006)

Numbers

Achieve year on year increases in the number of young people taking A levels in physics, chemistry and mathematics so that by 2014.. mathematics A level entries are 56,000 (currently 46,168); (Science and innovation investment framework 2004-2014: next steps, March 2006)

The number of entries to A-level mathematics has shrunk from nearly 85,000 in 1989 to about 53,000 in 2004. This at a time when the total number of A-level entries has increased. As a consequence, the percentage of mathematics entries compared to the total A-level entries has fallen from 12.8% to 6.9%. (JCGQ 2005)

As a percentage of the total number of students in HE, the number taking mathematics has fallen from 1.88% to 1.69% over the period 1999-2000 to 2002-3. (CMS 2005)

The problem with decreasing numbers of mathematics graduates is one shared internationally both in Europe and in the USA.

Mathematics is Vital

Mathematics Is Vital it underpins research and development in the sciences, technology and ICT; it is a key driver of economic and labour market growth; and it provides a set of key skills to enable individuals to reach their full potential in terms of life and work.
"Getting the teaching and learning of mathematics right is, therefore, a major education priority." (Charles Clarke,
Secretary of State for Education 2004)
Maths underpins computer programming and IT developments, but also drives progress in science, technology, engineering and economics; where you can rarely get far without bringing maths into the equation, so to speak.
Britain's record of mathematical genius is proud and long, stretching from Isaac Newton right through history, but today we need those skills more than ever. For, if we want to remain one of the world's largest economies, retain our intellectual pre-eminence and re-shape ourselves as a high skill, high value economy - which we do - then the formula for success is pretty simple. Just do the maths.
If we don't, we'll fall behind the States, Japan, many of our European partners; and struggle to beat off the growing challenge of countries like China - producing 4 million graduates a year.
Maths is not just vital to the economy we want to create, but is also crucial in a fair society, because those without basic maths skills can struggle to find a good mortgage, work out a pension or even ensure that their salary is correct.
Raising mathematical potential helps people to build confidence, widen fulfilment and increase potential. This is true in life, as we get by from day to day; in work, people with Maths A level earn, on average, 10% more than those without; and in learning, giving students the capacity to tackle problems in a logical way.
It is because of all this that we put mathematics at the top of our agenda when we came into power in 1997, so that today there are almost 100,000 more 11 year olds reaching the basic standard in maths every year. (Rt. Hon Alan Johnson MP, Secretary of State for Education)
Because mathematics is the key instrument for developing knowledge and society; we will empower the European mathematics community to work together to develop an environment which:
- promotes excellence in research and education
- addresses current and future challenges;
- increases visibility;
- attracts and retains the best researchers.(Vision statement from the two day workshop jointly sponsored by EPSRC and the European Science Foundation)

Teaching and Learning

Step up recruitment, retraining and retention of physics, chemistry and mathematics specialist teachers so that by 2014..... the increase in the number of mathematics teachers enables 95 per cent of mathematics lessons in schools to be delivered by a mathematics specialist (compared with 88 per cent currently). (Science and innovation investment framework 2004-2014: next steps, March 2006)

Around one quarter of children are taught mathematics up to GCSE by non-mathematics specialists. (NFER 2006)
The standard of mathematics teaching 16-19 year-old students has improved since 1997-98, but it is still below average for all subjects. (HMCI 2005)

'...it [is] deeply disturbing that so many important stakeholders believe there to be a crisis in the teaching and learning of mathematics.' (Smith 2004)

This government is committed to a coherent approach to the teaching and learning of mathematics across the board, from primary schools to higher education......... Mathematics, is of central importance to modern society. It underpins scientific and industrial research and development and is key to vital areas of the economy such as finance and ICT. And yet less than 10 per cent of post-16 learners study mathematics and less than 10 per cent of these study mathematics in higher education. (Bill Rammell MP, Minister of State for Lifelong Learning, Further and Higher Education 2005)

The mathematics community is working with the Training and Development Agency for Schools (TDA) to create a pilot professional development course for teachers of mathematics who are not specialists in the subject teaching learners aged 14-19......Representatives from the mathematics and education community are working to develop a specification to pilot the course in three regions of England, beginning in June 2007. It is intended that a request for tenders for provision of the courses will be published in September this year. (TDA June 2006) For more info, see http://www.tda.gov.uk/partners/quality/ittprogsinitiatives/developing_maths_cpd.aspx

Who is unable to count one, two, three, or to distinguish odd from even numbers, or is unable to count at all, or reckon night and day, and who is totally unacquainted with the revolution of the Sun and Moon, and the other stars... All freeman I conceive, should learn as much of these branches of knowledge as every child in Egypt is taught when he learns the alphabet. In that country arithmetical games have been invented for the use of mere children, which they learn as pleasure and amusement...I... have late in life heard with amazement of our ignorance in these matters... (Plato, in Book VII of the Laws)

Careers

School and college students, when making their choices, are not aware of the types of careers leading from mathematics. (QCA 2006)

There is anecdotal evidence that there is a lack of understanding on the part of teachers and careers advisors of the range of careers available in industry and commerce for people with a mathematical sciences degree.

Minority Groups

There is a gender imbalance. The proportion of females taking mathematics in HE was about 38% in 2003-04. (HESA 2005)

There are certain ethnic groups that are underrepresented in mathematical sciences: Black African, Black Afro Caribbean Pakistani Bangladeshi. (HESA 2005)

Mathematical sciences are less popular with adult returners than other subjects.