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Teaching Mathematics and its Applications 1997 16(4):148-150; doi:10.1093/teamat/16.4.148
© 1997 by Institute of Mathematics and its Applications
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Mathematics 16–19—A View from the Boundary

P. GLAISTER, CMath, FIMA

The author graduated from the University of Reading with a degree in Mathematics and subsequently gained a Postgraduate Certificate in Education and an MSc in the Numerical Solution of Differential Equations at the same university. He then took up a post as a mathematics teacher in a secondary school before returning to Reading as a Research Fellow, while studying part-time and obtaining a PhD. He is currently employed at the University of Reading as a lecturer in applied mathematics

Address for correspondence: Department of Mathematics, PO Box 220, University of Reading, White-knights, Reading RG6 6AX, UK
During the last 20 years there have been many changes in the school mathematics curriculum, as well as in how the subject is taught and examined. These changes have had a major impact on university mathematics departments. Although acknowledging the positive aspects of these changes, this article draws attention to some of the less desirable outcomes. Suggestions are put forward for further reform, with particular emphasis on the 16–19 curriculum, and the likely benefits of such measures are highlighted.


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