Maths reform irks critics

THE School Curriculum and Assessment Authority has largely ignored its own 15-month investigation into maths A-level standards by rushing through the widely condemned new maths syllabus, according to educationists and mathematicians.

Outlining the results of SCAA's Standards Over Time probe into examination quality this week, chief executive Nick Tate confirmed that the five-month timetable for overhauling the A-level maths "core" would not be extended. The "before Christmas" deadline remains despite appeals from the Joint Mathematical Council for further consultation.

But letters from Mr Tate reassuring headteachers that "the authority has not ruled out the possibility of reconsidering the timeframe" are still circulating.

Roger Porkess, policy head of curriculum development body Mathematics in Education and Industry, said: "It is ludicrous to have a new syllabus already drawn up before important internal research is complete."

Mr Tate insisted that interim findings, which included contributions from university academics questioning the quality of maths A level, had been used to "steer the subject core revision". A SCAA spokeswoman said relevant recommendations had been incorporated in the new maths syllabus.

But Mr Porkess says that only two of the six key recommendations have been incorporated - to introduce "strict limits on the use of calculators" and to "limit the degree of structuring in examination questions". These two, he argues, are "stupid" suggestions.

The report also suggests that the SCAA should ensure: sufficient emphasis on algebraic manipulation; agreement on a set of basic formulae students should know; and more emphasis on reasoning and problem-solving.

None of this is in the new core, says Mr Porkess.

Standards Over Time covers exam standards in maths, chemistry and English. The main recommendations are: * A rationalisation of the number of exam boards. Mrs Shephard was expected to announce plans to reduce the number of exam boards on Thursday to ensure greater comparability of standards and to challenge Labour's plans for a single, unified exam board * A rationalisation of the number of syllabuses in each subject to allay fears that schools and colleges are shopping around for the easiest syllabuses * The creation of a national archive of evidence * A rolling programme of five-year reviews to ensure standards are maintained * Examination of different styles of questioning * Strengthening codes of practice * A study of overseas standards.