Monday, 23 June 2025
Experts at the 糖心原创 have mapped the mathematics degrees of England and Wales to establish there is variety between programmes. However, they found there is less variety available to students with lower A-level grades and the number of new starters for these degrees has fallen.
The Observatory for Mathematical Education also heard from over 700 freshers about their experiences, having seen undergraduate mathematics numbers in the UK fall by eight per cent over the past three years, despite mathematics being the most popular subject at A-level – with over 107,000 entries in 2024.
The research, published in two new reports, and Transition to University Mathematics reveals the fall in degree uptake, which is concerning given the importance of the mathematical sciences for innovation, the economy and a prosperous society.
If we are to halt the decline in the number studying mathematics, then we need degrees that attract more students from a wider cross-section of backgrounds. For those with a grade B in A level Mathematics, for example, there is a pressing need for better options to encourage progression into the mathematical sciences.鈥�
Instead of relying on entry requirements, league table rankings or mission groups, the research produces an innovative student-relevant classification based on curriculum breadth and teaching and assessment methods. The results could help applicants to find courses that best meet their needs, though it also highlights the lack of course variety on offer for students with lower A level grades.
Over 40 per cent of universities in the study announced academic redundancies or budget cuts in the past 18 months; and three other courses have closed completely. The Observatory’s analysis shows that further closures will expand so called ‘maths deserts.’
For those who do start a mathematics degree, many experience a drop in academic confidence during the first semester. In a survey of 723 students from 65 UK universities, 89 per cent reported that university mathematics is much more difficult than school or college and many consider the pace of learning to be too fast.
Even those with top A level grades find the shift to more abstract and rigorous mathematics difficult. The reported use of AI increases dramatically during the first semester from 13 per cent to 58 per cent, creating a need to train students on the ethical and effective use of these tools.
The research is published in two new reports: and Transition to University Mathematics. The Observatory is collaborating with the in the production of guidelines for supporting students through the transition from school to university mathematics.
Professor Alison Etheridge, President of the Academy for the Mathematical Sciences, said “The Mathematical Sciences make a crucial contribution to the UK economy (£495bn, or 20 per cent of GVA, in 2023 according to a recent report) and that contribution can only be expected to increase in a digital and data driven age. Against this backdrop, support for provision of, and access to, mathematics education at all levels and right across the UK is vital to UK prosperity. The Academy for the Mathematical Sciences is delighted to be able to use its convening power to bring together teachers of mathematics, and university colleagues, to work with the Observatory to build on its research and develop evidence-based guidelines which will improve the support offered to students during the transition to university.”
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More information is available from Professor Chris Brignell, in the School of Mathematical Sciences, via chris.brignell@nottingham.ac.uk
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