Michael Grove

Maths, Stats & OR Network

University of Birmingham

Newton’s Mechanics:

Who Needs It?

The Mathematics Problem in HE

• Issues at the ‘Transition’ to University Entry:– A steady decline over the past 15 years of fluency in basic

mathematical skills and of the level of mathematical preparedness of students accepted onto degree course programmes. (Savage & Hawkes 2000)

– An increasing inhomogeneity in the mathematical attainments & knowledge of students entering science and Engineering degree programmes. (Savage & Hawkes 2000)

• But…– Numerous projects have produced resources which enable

willing students to ‘bridge the gap’– There is evidence of an emerging ‘mechanics problem’

A Mechanics Problem in HE

“…there has been a systematic purging of mathematics from A-level physics”

David Milstead (Liverpool), 2002

“The A-level syllabus from at least one examining board does not require calculus, making it difficult even to offer a decent presentation of Newton's laws. In other words, it represents a dumbing down from the 17th century...

In physics, formulae have to be learnt or are given, and the onus is on the student to understand units well enough to be able to carry out complicated arithmetic using these formulae, but today there seems to be little effort even to teach the foundation concepts”.

Professor Alan Wilson (UCL), 2009

MechanicsTutor Group (2005)

• A group (HE Academics, school/FE sector, technical/resource development expertise) led by Mike Savage (Leeds) was formed to:– Collect data– Investigate how to increase students’ uptake of

mechanics in schools– Develop new mechanics resources– Seek funding for a symposium

Mechanics Symposium: 2008

• Møller Centre, Cambridge (30/6/09 – 01/07/08)

• Funded by the Clothworkers’ Company• Purpose:

– Provide overview of the full extent of the problem– make a number of realistic recommendations– produce a high-profile report to influence future

policy and action

Next Steps?

Questions:– How should the recommendations from the report

be taken forward?– How can the mathematical sciences community

(collaborate to) better influence national policy?