Why the UK has a problem with maths | FT Film

The script opens with a discussion on the UK's struggle with maths education despite being a global financial hub. It highlights the poor numeracy skills prevalent among Britons, often rooted in bad experiences or fear of maths during their school years. The speaker expresses concern over the current state of maths teaching, which seems outdated compared to real-world applications. The impact is significant, with many students lacking basic numeracy skills, affecting their future opportunities. Efforts to improve state schools have been made, but an OECD report shows a decline in numeracy among the younger generation. The script emphasizes the need to address this issue to prevent children from being left behind and to ensure a solid foundation in maths for all.

This paragraph introduces an innovative approach to tackling adult numeracy issues through a gardening class at Morley College in London. Funded by the government, the class uses practical gardening tasks to subtly teach maths concepts, such as spacing and measuring, which are essential for understanding basic numeracy. The 'maths by stealth' method aims to overcome the fear and dislike of maths by embedding it in everyday activities, making it more relatable and less intimidating. The class is part of the government's Multiply programme, a multi-million-pound initiative designed to help adults overcome their fear of maths and improve their numeracy skills in a non-traditional learning environment.

The narrative shifts to Shoreditch Park Academy, a school with an impressive 80% GCSE pass rate in maths, significantly above the national average for England and Wales. The school employs a traditional approach to teaching maths, including trigonometry, with a focus on abstract concepts. The head of maths, Sam Mitchell, discusses the challenges of making maths relevant to students' lives and the importance of engaging them with real-world applications. The school also incorporates financial literacy lessons, a pilot scheme supported by the charity FLIC, into their Personal Social Health and Economic (PSHE) classes. This initiative aims to provide students with a better understanding of financial concepts, such as risk and reward, which are crucial for their independence and future success.

The script addresses the issue of the 'forgotten third,' referring to students who fail their maths GCSE and are left with limited options for advanced courses. These students are often enrolled in further education colleges, where they must repeatedly resit the maths exam. The headteachers' organizations argue for a different set of basic maths and English qualifications to provide these students with better opportunities. The paragraph also discusses the views of Kenneth Baker, the architect of the GCSE system, who now believes that the system needs a radical overhaul. He suggests introducing core maths that focuses on basic calculations and financial literacy, which are essential for everyday life and business.

This section delves into the real-world implications of poor numeracy, particularly in the context of financial management. Sacha Romanovitch, the head of Fair4All Finance, a charity that supports financially vulnerable individuals, discusses the limitations of numeracy and financial education. She emphasizes that while numeracy is important, it is only one aspect of the complex issue of financial resilience. The script also includes insights from Rebecca Roden, a GCSE maths tutor, who highlights the gap between academic maths and the practical numeracy skills needed in everyday life, such as managing irregular incomes and navigating financial products.

Alf Coles, a professor at Bristol University and an expert on maths education, shares his perspective on the importance of abstract maths and its cultural value. He argues against the idea of separating numeracy into a separate qualification, fearing it could lead to further educational divide. Coles emphasizes the need for a curriculum that provides both academic stimulation and real-world relevance. The script also touches on the importance of statistical literacy, a skill that is crucial for understanding and navigating the data-driven world. The paragraph concludes with a call for a new curriculum that reflects the current needs and challenges, including the ability to understand and analyze data effectively.

The final paragraph discusses the challenges and the urgent need for education reform in the UK, particularly in the area of numeracy. It acknowledges the difficulty of implementing changes amid a cost-of-living crisis and a government cautious about additional spending. The script highlights the need for more teachers and inventive approaches to teaching maths. It also points out the importance of making maths relevant and accessible to all students, including those who struggle with it. The paragraph ends with a humorous note on the mnemonic SOHCAHTOA, used for understanding trigonometry, reflecting the ongoing efforts to make maths education more engaging and less intimidating.