Not bad, but must try harder is probably how UK prime minister Rishi Sunak reads the country’s mathematics report card. Just half of England’s 16 to 19-year-olds study the subject at some level. And while competence in arithmetic is seen as a marker of academic rigour in a lot of countries, the English often wear their struggles with algebra, times tables and trigonometry as a badge of honour. To get more serious, Sunak last week called for maths education to be compulsory until 18 — which is what most developed nations already do. Indeed, a thorough grounding in mathematics is critical to equip today’s students for the future.Numerical dexterity is an essential skill for adult life. Everyday routines from managing budgets, bills and taxes through to dieting, fitness and timekeeping require an understanding of basic arithmetical concepts. Employment and salary outcomes are also closely linked to mathematical proficiency. Even beyond well-paid occupations with a direct requirement for higher-level numeracy skills, such as accountancy and engineering, most jobs require some ability to analyse data, assess trends and make measured decisions, for which a low level of numeracy is a poor starting point.
At its core, a solid grasp of mathematics inculcates skills in problem-solving, systems learning and abstract thinking: Albert Einstein described the discipline as “the poetry of logical ideas”. Such skills are vital to navigate the new challenges and opportunities wrought by rapid economic and technological change — which will continue to transform working practices and jobs. Research by McKinsey identifies logical reasoning, data literacy and computational thinking among the key foundational skills citizens will need to thrive in the future of work. Developments in big data, artificial intelligence and quantum computing, and the surge in demand for coders, quants and data analysts reflect this.
So Sunak’s announcement is a step forward for England — even if the timing, amid a collapsing health service and strikes, was odd. The country performs respectably on international rankings of primary and secondary school numeracy but greater challenges come in sustaining confidence in numerical skills through to adulthood. Extending maths learning to 18 is one way towards changing that — though it will require rapidly finding more maths teachers. Another is to consider how the subject is taught, including through the use of technology in classrooms. Many countries look to emulate the highly numerate east Asian nations — such as Japan, Singapore and China — where the development of high-quality teachers, hands-on and pictorial learning, and class-wide maths mastery play a part.