Using technology to explore authentic data in science classrooms & Why is Core Maths so important to you?

Tom Rainbow, Maths Education Support Specialist for the Advanced Maths Support Programme (AMSP)

Using technology to explore authentic data in science classrooms

The first half of this session focussed on the “Handling Data Cycle” as implemented as part of the National Numeracy Strategy that was introduced into English schools and colleges in 1999. The Handling Data Cycle is shown below: 

Delegates were asked to discuss and feedback on how their teaching of data within the science classroom compared with the Handling Data Cycle, and if they felt there were significant differences between how they were getting students to engage with data and what was espoused in the process shown in the diagram, they were asked to cite the hurdles; ways in which these could be overcome were explored.  

Particular emphasis was placed on the stage at the top of the cycle (not necessarily the starting point), the assertion being that insufficient emphasis is placed on the creation of a meaningful line of enquiry. Examples were provided (the Harold Shipman case and the Abraham Wald investigation) where lines of enquiry that were ‘outside the box’ led to significant discoveries being made. 

In the second half of the session, delegates were provided with an overview of commonly used (and free) sources of data representations and data analysis tools. A large data set containing various data fields on a survey of blackbirds conducted in the 1990s and 2000s was shared with the audience. Suggestions of lines of enquiry were posited by delegates and the majority of these were subsequently explored using a free online data analysis tool known as the “Common Online Data Analysis Platform” (CODAP). Delegates were shown a number of features of CODAP and despite the size of the data set, most lines of enquiry suggested were investigated within the 15 minutes available.  

A collection of resources designed by Maths in Education and Industry (MEI) for Key Stages 3 and 4 was signposted as a useful source of activities for those interested in using CODAP. Delegates also suggested a number of different sources of data sets useful for the science classroom.  

Why is Core Maths so important to you? 

Core Maths is a level 3 qualification that has been available for students to study since 2014, first examined in 2016. The course leads to a level 3 certification which is equivalent to an AS level in terms of UCAS points tariff. It was introduced into the post 16 curriculum in part to support the learning of other A levels such as Biology and Chemistry that have significant quantitative elements but that do not draw on the level of mathematics covered in A level Mathematics.  

In this session the following main points were covered: 

  • The proportion of A level Chemistry and Biology students that do not study any form of mathematics beyond GCSE.  
  • The most popular combinations of three A levels and how many of these involve science subjects but not A level Mathematics. 
  • The mathematical content and ethos of Core Maths. 
  • The different versions of Core Maths, trends in the number of students doing the course since its inception and the current funding arrangement. 
  • The potential benefits of taking the course for A level Chemists and Biologists, particularly in terms of A level grades.  
  • The mathematical content of other A level subjects and how it relates to the mathematical content of Core Maths. 
  • University incentives through reduced grade offers for students gaining ‘good’ grades in Core Maths. 
  • Consideration of an example of an A level Biology question with significant quantitative elements and students’ performance in said question. 
  • How the AMSP can support the implementation and delivery of the Core Maths course in schools and colleges.   

In addition to the content of the session cited in the bullet points above, recent research conducted by Tim Gill for Cambridge Assessment into the efficacy and impact of Core Maths was referred to within the session and may be of interest.