Starter 1

Three night security guards, Robert, Sheila and Tom, are assigned to guard a factory for five
consecutive nights, Monday night to Friday night inclusive.
Two of the guards are to be on duty each night. Tom must be on duty for four nights and
Robert and Sheila are on duty for three nights each. Regulations do not allow any guard to
work for more than two consecutive nights.
If Robert is on duty on Friday night, then the nights when Sheila is on duty are

A Monday, Tuesday, Thursday.

B Monday, Tuesday, Friday.
C Monday, Wednesday, Thursday.
D Monday, Wednesday, Friday.
E Tuesday, Wednesday, Friday.
 Starter 2

An arithmetic progression and a convergent geometric

1
progression each have first term .
2
1
The sum of the second terms of the two progressions is .
2
1
The sum of the third terms of the two progressions is .
8
What is the sum to infinity of the geometric progression?

1 1
A −2 B −1 C − D −
2 3

1 1
E F G 1 H 2
3 2
Next Steps for your A level
students
Manchester, 28th June 2024
Alexandra Hewitt & Chris Saker
Introductions
Welcome
 Programme

0900 Coffee, Registration, Puzzles 1225 Lunch

0930 Introduction 1310 Mathematics in Social
0935 Mathematics in STEM Degree Science Degree Courses
Courses 1350 UCAS Personal Statements
1015 The Admissions Assessments 1430 Break
Maze 1445 Essential Enrichment
1055 Break 1545 Q&A and Next Steps
1155 Admissions Assessments: the 1600 End
papers
 Starter
Three night security guards, Robert, Sheila and Tom, are assigned to guard a factory for five
consecutive nights, Monday night to Friday night inclusive.
Two of the guards are to be on duty each night. Tom must be on duty for four nights and
Robert and Sheila are on duty for three nights each. Regulations do not allow any guard to
work for more than two consecutive nights.
If Robert is on duty on Friday night, then the nights when Sheila is on duty are

A Monday, Tuesday, Thursday.

B Monday, Tuesday, Friday.
C Monday, Wednesday, Thursday.
D Monday, Wednesday, Friday.
E Tuesday, Wednesday, Friday.
STEM Degrees
 Why study maths post 16?

▪ In which STEM subjects are your students likely to encounter

mathematics at University?
▪ What maths is needed in these subjects?
 Examples of Chemistry Modules

▪ Statistical thermodynamics
▪ Statistical Mechanics
▪ Symmetry & Group Theory in Chemistry
▪ Mathematics
▪ Mathematics for Chemists
▪ Calculations in Chemistry
▪ Advanced Calculus and Differential Equation Techniques
▪ Newtonian Dynamics
▪ Mathematical and Experimental Tools Required in Chemistry
▪ Computational Chemistry
 Maths ‘plants’

▪ FMSP legacy resources linked to first year undergraduate

content for various subjects are available at:
▪ https://amsp.org.uk/resource/teachers-fmsp-legacy-resources-
archive
▪ They are available for:
▪ Maths
▪ Engineering
▪ Physics
▪ Chemistry
▪ Biology
▪ Geography
▪ Computer Science
 AMSP Research

▪ What are the current entry requirements relating to

Mathematics and Further Mathematics?
▪ The AMSP carried out analysis of entry requirements and
statements from over 1100 degree courses to establish what
prior maths qualifications they require for entry in 2023. The
analysis was undertaken in September 2023 - March 2024.
 Examples of positive FM statements

▪ ABB including grade A in Mathematics or ABC including A in

Mathematics and B in Further Mathematics.
UEA

▪ A* (Mathematics) AA to A (Mathematics) AA. A-level Further

Maths is preferred but not essential. Those offering Further
Maths are more likely to receive the AAA offer.
University of Manchester
 HE entry requirements - STEM

Maths Further Maths

Subject No. of courses
Required Preferred Required Preferred

Mathematics 70​ 100% 0%​ 11% 27%​

Actuarial Science 14 100% 0% 0% 43%

Data Science 20​ 45% 5%​ 0% 20%​

Statistics 5​ 100% 0%​ 0% 60%​

Physics 51​ 96% 0%​ 0% 8%​

AMSP, March 2024

 HE entry requirements - STEM

Maths Further Maths

Subject No. of courses
Required Preferred Required Preferred

Aeronautical Engineering 35​ 94% 3%​ 0% 17%​

Chemical Engineering 35​ 94% 0%​ 0% 14%​

Civil Engineering 59 81% 8%​ 0% 14%​

Electrical Engineering 75 80% 13%​ 0% 9%​

Mechanical Engineering 79​ 84% 8%​ 0% 11%​

AMSP, March 2024

 HE entry requirements - STEM

Maths Further Maths

Subject No. of courses
Required Preferred Required Preferred

Computer Science 113 21% 12%​ 0% 6%​

Chemistry 56​ 14% 7%​ 0% 2%​

Biology 85​ 1% 7%​ 0% 0%​

Psychology 118 0% 2%​ 0% 0%​

AMSP, March 2024

 So why study Maths / Further Maths?

▪ Data from theuniguide can help here.

▪ They show (among other things) the most popular A levels
taken by students on specific degree courses by university.
▪ Activity: Investigate some STEM degrees on theuniguide,
what can you learn?
 You don’t need an A* to study maths

▪ Of the Maths degrees surveyed on theuniguide, 41% had the

average maths grade of accepted students of B or lower.
 Additional Reading

▪ This NCETM Director's blog post on Why Study Maths At

University discusses why it’s crucial to encourage students
who enjoy maths to study it at university, even if they won’t
achieve top A level Maths grades.
 Entry Requirements verses Entry Grades

▪ While only 11% of Maths degrees require Further Maths and

27% prefer students to have taken it, for 84% of Maths
courses on theuniguide, Further Maths was one of the three
most popular A levels.
▪ While only 1% of Biology degrees require Maths and 7%
prefer students to have taken it, for 58% of Biology courses on
theuniguide, Maths was one of the three most popular A
levels.
 What subjects will their peers have studied

▪ For competitive institutions having Maths / Further Maths may

support your application, even if it is not required
▪ Students run the risk of ‘feeling behind’ if they have not
covered as much maths as their peers.
 Funding Support for Maths and Further Maths

Large Programme Uplift

▪ A level requirements:
Uplift Requirement

10% 4 full A levels (other than General Studies and Critical

Thinking) at grade B or above, or 3 at grade B or above
and Further Maths at grade C
20% 5 full A levels (other than General Studies and Critical
Thinking) at grade B or above, or 4 at grade B or above
and Further Maths at grade C
 Funding Support for Maths and Further Maths

Advanced Maths Premium

▪ Addition funding relative to an increase in mathematics
qualifications being studies
▪ The baseline is an average of the advanced maths enrolments
recorded between academic year 2019 to 2020 and academic
year 2020 to 2021.
▪ Changes for 2024 to 2025
▪ increase the rate for the advanced maths premium from £600 to £900
▪ remove core maths qualifications from the advanced maths premium calculation
▪ For full details see: https://www.gov.uk/guidance/16-to-19-
funding-advanced-maths-premium
 Funding Support for Maths and Further Maths

Higher Value Courses Premium

▪ The high value courses premium (HVCP) is funding to encourage
and support delivery of selected substantial level 3 study
programmes and T Levels in selected A level subjects or sector
subject areas (SSAs). (This includes Maths and Further Maths A
levels, but no longer includes Core Maths)
▪ These subjects have been selected using data on earnings
outcomes as a way of indicating which will help to develop a more
productive economy.
▪ Funding rate: £600 for each student attracting HVCP.
▪ For Full details see: https://www.gov.uk/guidance/16-to-19-funding-
high-value-courses-premium
 Question

▪ What can schools / colleges do to best prepare students for the

mathematical demands of the degrees they are planning on
studying?
The Admissions Finding your way around
Assessment Maze
Admissions Assessment for Maths – who needs
them?
 What do you already know?

A quick quiz on handout 2.1

For each university:

▪ which courses do you think require an admissions test?
▪ of those courses with an admissions test, which have
mathematical content?
We’re only talking about Oxford and Cambridge here….right?

Partly….
▪ The compulsory admissions tests are mostly for Oxford or
Cambridge
BUT
▪ Imperial College require success in an admissions
assessment for Maths, and TMUA or ESAT for other courses
▪ LSE requires the TMUA for some courses (not maths)
▪ Warwick maths requires TMUA, or a 2 in STEP for applicants
who have not taken or who have not achieved the required
threshold in TMUA.
Handout 2.2
 What is going on? - Oxford

Admissions assessments with mathematical content:

MAT: Mathematics Admissions Test

PAT: Physics Aptitude Test
UCAT: University Clinical Aptitude Test HAT
TSA: Thinking Skills Assessment CAT
MAT

There is no test for Geography candidates in 2024

 Oxford (Maths content in bold)
▪ BMSAT: Biomedical Sciences NEW Tests REQUIRED
▪ MAT: Computer Science; Computer Science and Philosophy; Mathematics
▪ PAT: Engineering Science; Material Sciences; Physics
▪ TSA: Experimental Psychology; Human Sciences; PPE; Psychology,
Philosophy & Linguistics
▪ TSA part 1: Economics & Management; History & Economics
▪ UCAT: Medicine
▪ AHCAAT: Classical Archaeology & Ancient History NEW
▪ CAT: Classics and all joint honours
▪ HAT: History and all joint honours (not History of Art)
▪ LNAT: Law; Law with Law Studies in Europe All pre-interview
▪ MLAT: Modern Languages and all joint honours
▪ PHILAT: Philosophy and Theology
 Oxford – test administration

▪ Administered by Pearson VUE

▪ All tests fully online
▪ Students must self-register between 15th August 2024 and
4th October 2024
▪ Date: 31st October 2024 (during half-term!)
▪ Tests are free in 2024
▪ Tests take place at Pearson VUE test centres
 What is going on? - Cambridge

Admissions assessments with mathematical content

Tests REQUIRED
STEP: Sixth Term Entrance Papers
TMUA*: Test of Mathematics for University Admissions
UCAT: University Clinical Aptitude Test
ESAT: Engineering and Science Admissions Test
(Replaces the ENGAA and NSAA)

*TMUA is not accepted for any

Mathematics courses in Cambridge!
 Cambridge (Maths content in bold)
Pre-interview (registration required): Tests REQUIRED
▪ ESAT: Chemical Engineering & Biotechnology; Engineering; Natural Sciences;
Veterinary Medicine
▪ TMUA: Computer Science; Economics
▪ UCAT: Medicine
▪ LNAT: Law
Pre-interview (shortlisted candidates only):
▪ Archaeology; Architecture; Classics; Design; Languages; History of Art;
Linguistics; Philosophy
▪ Some colleges require short-listed candidates in some other subjects including mathematics
to sit pre-interview tests: check the website carefully.
Post-interview:
STEP: Mathematics; Mathematics with Physics
 Imperial (Maths content in bold)
▪ ESAT: Departments of Aeronautics, Chemical Engineering, Civil and
Environmental Engineering, Electrical and Electronic Engineering, Design
Engineering and Mechanical Engineering; Department of Physics
▪ TMUA (or STEP): Mathematics (TMUA is recommended)
▪ TMUA: all courses in the Department of Computing, including Mathematics and
Computer Science; Economics, Finance and Data Science (Imperial College
Business School)

Tests REQUIRED
 Warwick (Maths content in bold)
REQUIRED:
▪ TMUA: Economics; Economics, Politics and International Studies; Economics
and Management; Computer Science; Computer Science with Business
Studies; Discrete Mathematics

REQUIRED:
▪ TMUA (preferred) or STEP: Mathematics

ENCOURAGED:
▪ TMUA, STEP, AEA: MathStat, MORSE and Data Science
▪ Substantial prizes offered for high scores
 LSE (Maths content in bold)
REQUIRED:
▪ TMUA: Economics; Econometrics with Mathematical Economics

Encouraged:
▪ TMUA: Mathematics and Economics; Mathematics with Economics; Financial
Mathematics and Statistics; Mathematics with Data Science; Mathematics,
Statistics, and Business; Data Science; Actuarial Science
 Other universities - Mathematics

Durham
▪ An admissions assessment reduces the required grades in non-maths A
levels (previously STEP, MAT* or TMUA, but parts of the website have
not been updated to refer to the new TMUA)
Bath
▪ If full A level in Further Mathematics is not taken, AS FM + (STEP or
AEA) accepted. There are no longer reduced offers for students who
offer an admissions assessment in addition to the full Further
Mathematics A level

*We understand that other universities will not be able to access applicants’
MAT scores. The MAT may only be taken by students applying to Oxford
 Other universities - Mathematics

Lancaster
▪ An admissions assessment reduces the required grades in non-maths A
levels (AEA only)
Sheffield
▪ An admissions assessment reduces the required grades in non-maths A
levels (STEP only)
UCL
▪ An admissions assessment reduces the required grades in non-maths A
levels (STEP or AEA)
King’s College, London
▪ If full A level in Further Mathematics is not taken, AS FM + (STEP or
AEA) accepted
 Other universities - Mathematics

The following universities also reference (or have in the past) admissions
assessments in their entry requirements for mathematics courses:
▪ University of Nottingham
▪ University of Southampton
▪ University of Manchester Update on Manchester
just before lunch!

It is not always clear whether positions have changed in the light of the
changes to the TMUA and the MAT
Admissions Assessments in Mathematics – why do
they need them?
 Identifying the best students

▪ AS levels previously formed part of the admissions procedure

▪ Competition for places on STEM courses is fierce at some
universities
▪ Predictions of A*A*A* are not sufficient to discriminate
 Predictions of A*A*A* are not sufficient to discriminate

A* grades in Further Maths

9000

8000

7000

6000

5000

4000

3000

2000

1000

0
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
 Oxford admissions

▪ 10.3 applicants per place for Maths

▪ 13.6 applicants per place for Maths and Computer Science
▪ 20.2 applicants per place for Computer Science

Students admitted in all under-represented areas (ethnicity,

disability, disadvantage…) are increasing year on year across the
university
State school entry for Mathematics is significantly higher
than for the university as a whole

2020-2022 3-year total

 Developing the right skills
A student at this level will
apply they skills they have
practised with fluency and
accuracy. Where
S3
Routine techniques
FM universities hope
studentsS2will be
when they arrive
A S1

TMUA MAT
AS

TSA A student at this level is

able to think in an abstract
way and reason effectively

Problem solving skills

Admissions Assessments for mathematics – what
are they?
 What are they?

▪ STEP Handout 2.3

▪ MAT
▪ TMUA

▪ AEA is being used again by more universities

 STEP

▪ Old news: STEP 1 no longer exists, but past questions form

essential early preparation for STEP 2 and STEP 3

▪ Newish news: STEP will be administered by OCR from 2024

▪ We do not expect any change in format or content

▪ Requires Further Maths for both papers (AS for STEP 2 and
full A level for STEP 3)
 STEP – the interesting stuff

STEP questions
▪ will help students develop resilience
▪ are a great resources for Maths Clubs (used as they are, or
extended/adapted)
▪ will help with transition for students who already have offers
based on MAT or TMUA
▪ Preparing for STEP doesn’t necessarily mean taking STEP

Remember: Cambridge give more than twice as many offers

as places
 Don’t disregard STEP 1

STEP 1 questions are still out there! They

▪ can be used in part by a wider range of students than might
have taken the exam
▪ will help students develop resilience
▪ are a great resources for Maths Clubs (used as they are, or
extended/adapted)
▪ are useful preparation for STEP in year 12
 AEA

▪ No additional content
▪ No Further Mathematics required
▪ Familiar question style
▪ Attracts UCAS points
▪ Useful for students who might have taken STEP 1 in the past
 The MAT – free but exclusive!

▪ The MAT is a free exam…

▪ …but results are only available to students who have applied
to Oxford
▪ Other universities sometimes do not make this clear on their
websites!

The MAT is no longer being used by Warwick

or Imperial.
We understand that other universities will be
NOT be able to access scores
 How is the MAT used?

▪ Oxford has no ‘pass’ mark for the MAT

▪ Candidates are shortlisted using:
• MAT performance
• UCAS application
• School information
▪ Around 3 applicants per place are short-listed

▪ Other universities have previously set a mark each year to

qualify for a reduced offer: we believe this will no longer
happen
The MAT 2022 outcomes

Oxford applicants only

 The MAT 2022 (2021) average scores

The average score for Oxford applicants answering questions 1, 2, 3, 4, and

5 [Mathematics (+ Statistics or Philosophy)] was:
▪ 48.3 (51.1) amongst all applicants;
▪ 65.2 (69.5) amongst shortlisted applicants;
▪ 71.5 (73.5) amongst successful applicants.

The average score for Oxford applicants answering questions 1, 2, 3, 5, and

6 [Computer Science courses] was:
▪ 47.3 (46.9) amongst all applicants;
This data is available for
▪ 69.1 (69.9) amongst shortlisted applicants; every past paper on the
▪ 75.8 (74.3) amongst successful applicants. Maths and Computer
Science web pages
 The MAT - applications

▪ Now administered by Pearson-VUE

▪ Students register themselves between 15th August and 4th
October
▪ Date: 31st October 2024
▪ Free of charge this year
 The MAT – the test

▪ No change to content or length (2 ½ hours)

▪ AS level + sequences and series – teach this in year 12 NEW
▪ The test will be fully online
▪ 25 multiple choice questions of varying difficulty (2,3 or 4 marks)
▪ 2 long questions worth 15 marks
▪ Long questions will not require typing complex mathematical
expressions or use any symbols not on the standard keyboard
▪ The number of marks for each part question will be indicated
▪ Past papers will continue to be relevant preparation
▪ A sample paper for the new format will be available shortly
https://www.maths.ox.ac.uk/study-here/undergraduate-study/maths-admissions-test
https://www.ox.ac.uk/admissions/undergraduate/applying-to-oxford/guide/admissions-tests
 The MAT – the interesting stuff

MAT section 1 questions are

▪ interesting and quirky
▪ short
▪ stretching but accessible
▪ non-routine
▪ ideal for use in class from the early in year 12
▪ harder overall than TMUA, but there is a big overlap
▪ an ideal part of preparation for TMUA and STEP
 The MAT – the interesting stuff

Old MAT long questions

▪ are surprisingly accessible – at least to get started
▪ will help students develop resilience
▪ are a great resource for Maths Clubs (used as they are, or
extended/adapted)
▪ are useful preparation for STEP in year 12
 The new TMUA – changes

▪ Now organised by UAT-UK in conjunction with Pearson VUE

▪ Only available to those universities who have signed up and
paid a fee:
▪ Cambridge, Imperial, Durham, Warwick, LSE
▪ More universities are requiring it for computer science and
economics courses
▪ Fewer universities are encouraging it as part of a range of
incentives
 The new TMUA – administration

▪ New website: https://esat-tmua.ac.uk/

▪ Includes the full archive of past papers and solutions
▪ No change to specification or question format
▪ Test dates: 16th & 17th October 2023, 9th & 10th January
2024
▪ Cambridge require the October sitting
▪ There will be several sittings in a day; the questions on the
two days will be different
▪ Students may only sit the test once
 TMUA - applications

▪ Students apply themselves

▪ Students choose date, time and venue
▪ The earlier they apply, the more likely they are to get their
choices
▪ Bursary applications for the £75 fee must be made before
applying for the test – no refunds
▪ No support for transport costs
▪ Lots of information about access arrangements
 The new TMUA - results

▪ Results will be shared automatically with Cambridge and

Imperial
▪ Score will be shared with other universities using a UCAS
matching process
▪ It will no longer be possible for students to decide whether or
not to release their scores.
▪ Universities encouraging (rather than requiring) the TMUA will
just ignore low scores.
 The TMUA - content

There will be no change in structure:

▪ 2 x 75 minute tests, 20 questions each, taken together
or content:
▪ Old AS mathematics + Logic and reasoning
which is
▪ New AS mathematics + radians + sequences and series
+ Logic and reasoning

Past papers will still be relevant

 The TMUA – the interesting stuff

TMUA questions are

▪ interesting and quirky
▪ short
▪ stretching but accessible
▪ non-routine
▪ ideal for use in class from the beginning of year 12
▪ ideal as a first step towards MAT and STEP
 The new TMUA - implications

▪ It will be taken at Pearson VUE test centres not in schools

▪ Students will self-register for the tests with Pearson VUE
▪ Results will be shared automatically with partner universities

What are the implications for

disadvantaged students?
How will schools need to
support students to
mitigate these issues?
How might their needs be
different from those applying to
study medicine or for the MAT?
 Admissions tests – implications

Look at the details on handouts 2.2 and 2.3

▪ What surprises you?
▪ What are the implications for your students and staff?
▪ How will the changes to the TMUA impact your students?
Admissions Assessment for Maths – supporting
students
 Providing support

In-school problem solving group

In-class problems; developing Problem Solving for all
Local Problem Solving Workshops
SUMS Magazine
SOIPS SUMS Enrichment Days PSM
One-off local events
Year 12
In-school problem solving group
In-class problems; developing Problem Solving for all
Local Problem Solving Workshops
SUMS Magazine
Oxbridge Oxbridge
PSM MAT interviews offers
MEI online TMUA MEI online TMUA MEI online STEP

Year 13
 Providing support in school

Who:

▪ For STEP/MAT/TMUA this should be the Maths department

▪ For other exams this can be other departments but please

check that students aren’t being sold short on this. The TSA
“looks” fairly easy but it is actually harder than that.
 Providing support in school

How:

▪ Preparation for these examinations (particularly the big 3) is

about coaching rather than teaching.

▪ Students need to get to the solutions themselves, they should

learn not to rely on their teacher.
 Coach v Teacher

▪ You are the fount of all wisdom, not of all knowledge.

▪ You are an expert in learning – this is what you need to impart
to your students.

▪ Remember: Usain Bolt’s coach has never been able to run as

fast as Usain Bolt.
 Providing support in school

How:

▪ A teacher should be there to listen to explanations, point out

where there are misconceptions or incomplete solutions rather
than to give solutions.

▪ A teacher should encourage the student to pick away at a

problem until they are confident they have solved it
completely.
 Providing support in school

How:
▪ Students need to experience problems from a variety of
sources
▪ UKMT, past STEP/MAT/TMUA papers, any problem solving
resources, mathematical puzzles etc.
▪ Use questions in lessons
▪ Start a Maths Club

More on this later!

 Sources of external support

▪ Both Oxford and Cambridge Universities expect students to

seek out support for themselves.
▪ Cambridge University provides extensive support for STEP
▪ Oxford University has information and some support on its
website
▪ AMSP, in partnership with Oxford and several other
universities provides extensive support for the MAT and TMUA
▪ AMSP run online courses and workshops

Handout 2.4
 Professional Development

▪ On Demand Professional Development

• for STEP and for MAT/TMUA
▪ Further Mathematics Conferences
▪ Problem Solving Conferences
▪ Local networks and courses

Handout 2.5
 Problem Solving Teacher Conferences 2023-4

▪ An exciting new event, focusing on Problem Solving across

the whole A level course.
▪ Looking at practical ways to address some of the implications
from the information on this course.

Dates for this year:

London: Friday 22nd March 2024
Leeds: Thursday 11th July 2024
 Further Maths Conferences 2024-5

Join us to discover engaging ways to teach Further Mathematics,

deepen your understanding of key topics, and explore how you
can support your students with university admissions tests.

Friday 29th & Saturday 30th November 2024

NCVO, London
 UAT update sessions

▪ New for this year!

▪ 1 hour twilight online
▪ Watch this space!
 Professional Development

Regional PD courses
The AMSP runs a variety of PD courses for teachers who wish to
improve their skills in preparing students for higher level problem
solving.
▪ Network Meetings
▪ Twilight Courses
▪ One-day Courses
 Student events

▪ SOIPS – Starting Out In Problem Solving – online

▪ SUMS Enrichment Days (advertised in the new year)
Break
The admissions and Similarities and differences
extension
assessments papers
 In this session

▪ How each paper positions itself

▪ Working through a set of questions on the coordinate
geometry of a circle (with hints)
▪ A level, TMUA, MAT, AEA, STEP I, STEP II, STEP III
▪ Similarities between the questions
▪ Differences in expectations between the papers
▪ How students need to develop to achieve success
 How do the papers compare?

Paper Question style Date Specification

TMUA Quick multiple choice Y13: October AS + sequences & series,
or January radians, logic
MAT Longer multiple choice + Y13 October AS + sequences & series
Long questions, no choice
AEA Long questions, no choice Y13 Summer A level Mathematics (pure,
mechanics and statistics)
STEP 1 Long questions, Discontinued A level Mathematics (old spec)
choose 6 from 12
STEP 2 Long questions, Y13 Summer A level Mathematics + AS
choose 6 from 12 Further Mathematics
STEP 3 Long questions, Y13 Summer A level Mathematics + A level
choose 6 from 12 Further Mathematics
 It’s time to get working!

▪ The coordinate geometry of the circle

▪ Handout 3.1 has 11 questions for you to look at
▪ 2 Edexcel A level Handout 3.1
▪ 2 TMUA
▪ 2 MAT multiple choice
▪ 1 MAT long question
▪ 1 AEA
▪ 1 STEP I (discontinued) The STEP III question is
▪ 1 STEP II (comparatively) easy –
▪ 1 STEP III don’t be scared of it!!
 As you work

Think about

▪ Where your students would be with the topic at the time the
paper is sat
▪ How they would need to think to be able to answer each
question
▪ What are the similarities between the questions and the A
level questions
▪ What are the differences

Hints are available on Handout 3.2

 Allocations

▪ Group 1: (A level), TMUA, MAT m/c

▪ Group 2: (A level), MAT long
▪ Group 3: (A level), AEA
▪ Group 4: (A level), STEP I
▪ Group 5: (A level), STEP II
▪ Group 6: (A level), STEP III

Feedback at 12.05
Feedback
 The coordinate geometry of the circle
A circle has equation
𝑥 2 + 𝑦 2 − 10𝑥 + 16𝑦 = 80

a) find
i. the coordinates of the centre of the circle,
ii. the radius of the circle.
(3)
Given that 𝑃 is the point on the circle that is furthest away from the origin 𝑂,
b) find the exact length 𝑂𝑃.
(2)

Edexcel June 2022 Paper 1 Question 3

 The coordinate geometry of the circle
A circle 𝐶 with radius 𝑟
• lies only in the 1st quadrant
• touches the 𝑥-axis and touches the 𝑦-axis
The line 𝑙 has equation 2𝑥 + 𝑦 = 12
a) Show that the 𝑥 coordinates of the points of intersection of 𝑙 with 𝐶 satisfy
5𝑥 2 + 2𝑟 − 48 𝑥 + 𝑟 2 − 24𝑟 + 144 = 0
(3)
Given also that 𝑙 is a tangent to 𝐶,
b) find the two possible values of 𝑟, giving your answers as fully simplified surds.
(4)
Edexcel October 2020 Paper 2 Question 14
The TMUA questions
 Feedback

▪ Would your students have covered enough content for

▪ The October sitting?
▪ The January sitting?

▪ Are there any similarities to the A level questions?

▪ What are the differences to the A level questions?
▪ Would your students be able to tackle these TMUA questions?
▪ Do they have the required thinking skills?
▪ Would they be able to answer the question quickly?

▪ What would they need to do to prepare for these questions?

 The coordinate geometry of the circle

A circle has equation 𝑥 2 + 𝑦 2 − 18𝑥 − 22𝑦 + 178 = 0

A regular hexagon is drawn inside this circle so that the vertices of the hexagon
touch the circle.

What is the area of the hexagon?

A B C D E F G H
6 6 3 18 18 3 36 36 3 48 48 3

TMUA 2017 Paper 1 Question 9

 The coordinate geometry of the circle
2 2
The circle 𝐶1 has equation 𝑥 + 2 + 𝑦−1 =3
The circle 𝐶2 has equation 𝑥 − 4 2 + 𝑦−1 2 =3
The straight-line 𝑙 is a tangent to both 𝐶1 and 𝐶2 and has positive gradient.
The acute angle between 𝑙 and the 𝑥-axis is 𝜃
Find the value of tan 𝜃

A B C D E F G H
1 2 6 6 3
2 2 3
2 2 2 3 3

TMUA 2020 Paper 1 Question 16

The MAT multiple choice questions
 Feedback

▪ Would your students have covered enough content by October?

▪ Are there any similarities to the A level questions?
▪ What are the differences to the A level questions?
▪ Would your students be able to tackle these MAT questions?
▪ Do they have the required thinking skills?
▪ Would they be able to answer the question quickly?

▪ What would they need to do to prepare for these questions?

 The coordinate geometry of the circle
The equation 𝑥 2 − 4𝑘𝑥 + 𝑦 2 − 4𝑦 + 8 = 𝑘 3 − 𝑘 is the equation of a circle

a) for all real values of 𝑘.

b) if and only if either −4 < 𝑘 < −1 or 𝑘 > 1.

c) if and only if 𝑘 > 1.

d) If and only if 𝑘 < −1.

e) If and only if either −1 < 𝑘 < 0 or 𝑘 > 1.

MAT 2022 Question 1C

 The coordinate geometry of the circle
The point on the circle
𝑥−5 2 + 𝑦−4 2 =4
which is closest to the circle
𝑥−1 2 + 𝑦−1 2 =1
is

(a) 3.4, 2.8 (b) 3, 4 (c) 5, 2 (d) 3.8, 2.4

MAT 2007 Question 1D

The MAT long question
 Feedback

▪ Would your students have covered enough content by October?

▪ Are there any similarities to the A level questions?
▪ What are the differences to the A level questions?
▪ Would your students be able to tackle this MAT question?
▪ Do they know what to do for each part?
▪ Would they be able to answer the question in a sensible time?

▪ What would they need to do to prepare for this question?

 The coordinate geometry of the circle
A circle A passes through the points −1, 0 and 1, 0 . Circle A has centre 𝑚, ℎ ,
and radius 𝑟.

i. Determine 𝑚 and write 𝑟 in terms of ℎ.

ii. Given a third point 𝑥0 , 𝑦0 and 𝑦0 ≠ 0 show that there is a unique circle passing
through the three points −1, 0 , 1, 0 , 𝑥0 , 𝑦0 .

MAT 2015 Question 4 (start)

 The coordinate geometry of the circle
For the remainder of the question, we consider three circles 𝐴, 𝐵, and 𝐶, each
passing through the points −1, 0 , 1, 0 . Each circle is cut into regions by the
other two circles.

For a group of three such circles, we will say the lopsidedness of a circle is the
fraction of the full area of that circle taken by its largest region.

iii. Let circle 𝐴 additionally pass through the point 1, 2 , circle 𝐵 pass through
0, 1 , and let circle 𝐶 pass through the point 0, −4 . What is the lopsidedness
of circle 𝐴?

MAT 2015 Question 4 (continued)

 The coordinate geometry of the circle
iv. Let 𝑝 > 0. Now let 𝐴 pass through 1, 2𝑝 , 𝐵 pass through 0, 1 , and 𝐶 pass
through −1, −2𝑝 . Show that the value of 𝑝 minimising the lopsidedness of
circle 𝐵 satisfies the equation
1 𝜋
𝑝2 +1 tan−1 −𝑝 = .
𝑝 6

Note that tan−1 𝑥 is sometimes written as arctan (𝑥) and is the value of 𝜃 in the
𝜋 𝜋
range − < 𝜃 < such that tan 𝜃 = 𝑥.
2 2

MAT 2015 Question 4 (completed)

The AEA question
 Feedback

▪ Are there any similarities to the A level questions?

▪ What are the differences to the A level questions?
▪ Would your students be able to tackle this AEA question?
▪ Do they know what to do for each part?
▪ Would they be able to answer the question in a sensible time?

▪ What would they need to do to prepare for this question?

 The coordinate geometry of the circle
A circle 𝐶 has centre 𝑋 𝑎, 𝑏 and radius 𝑟.

A line 𝑙 has equation 𝑦 = 𝑚𝑥 + 𝑐

a) Show that the 𝑥 coordinates of the points where 𝐶 and 𝑙 intersect satisfy

𝑚2 + 1 𝑥 2 − 2 𝑎 − 𝑚 𝑐 − 𝑏 𝑥 + 𝑎 2 + 𝑐 − 𝑏 2
− 𝑟2 = 0
(2)

Given that 𝑙 is a tangent to 𝐶,

b) show that 𝑐 = 𝑏 − 𝑚𝑎 ± 𝑟 𝑚2 + 1
(6)
AEA 2022 Question 7 (start)
 The coordinate geometry of the circle
The circle 𝐶1 has equation
𝑥 2 + 𝑦 2 − 16 = 0

and the circle 𝐶2 has equation

𝑥 2 + 𝑦 2 − 20𝑥 − 10𝑦 + 89 = 0

c) Find the equations of any lines that are normal to both 𝐶1 and 𝐶2 , justifying your
answer.
(3)

AEA 2022 Question 7 (continued)

 The coordinate geometry of the circle
Find the equations of all lines that are a tangent to both 𝐶1 and 𝐶2

[You may find the following Pythagorean triple helpful in this part: 72 + 242 = 252 ]

(11)

(+S2)

AEA 2022 Question 7 (completed)

The STEP questions
 Feedback

▪ Are there any similarities to the A level questions?

▪ What are the differences to the A level questions?
▪ Would your students be able to tackle these STEP questions?
▪ Do they know what to do for each part?
▪ Would they be able to answer the question in a sensible time?

▪ What would they need to do to prepare for these questions?

 The coordinate geometry of the circle
i. The equation of the circle 𝐶 is
𝑥 − 2𝑡 2 + 𝑦−𝑡 2 = 𝑡2
where 𝑡 is a positive number. Show that 𝐶 touches the line 𝑦 = 0.

Let 𝛼 be the acute angle between the 𝑥-axis and the line joining the origin to the
4
centre of 𝐶. Show that tan 2𝛼 = and deduce that 𝐶 touches the line 3𝑦 = 4𝑥.
3

ii. Find the equation of the incircle of the triangle formed by the lines 𝑦 = 0,
3𝑦 = 4𝑥 and 4𝑦 + 3𝑥 = 15.

Note: The incircle of a triangle is the circle, lying totally inside the triangle, that
touches all three sides.

STEP 2009 Paper 1 Question 8

 The coordinate geometry of the circle
The line passing through the point 𝑎, 0 with gradient 𝑏 intersects the circle of unit
radius centred at the origin at 𝑃 and 𝑄, and 𝑀 is the midpoint of the chord 𝑃𝑄. Find
the coordinates of 𝑀 in terms of 𝑎 and 𝑏.

i. Suppose 𝑏 is fixed and positive. As 𝑎 varies, 𝑀 traces out a curve (the locus of
𝑀). Show that 𝑥 = −𝑏𝑦 on this curve. Given that 𝑎 varies with −1 ≤ 𝑎 ≤ 1,
1
show that the locus is a line segment of length 2𝑏Τ 1 + 𝑏 2 . Give a sketch
2

showing the locus and the unit circle.

STEP 2013 Paper 2 Question 4 (start)

 The coordinate geometry of the circle
ii. Find the locus of 𝑀 in the following cases, giving in each case its cartesian
equation, describing it geometrically and sketching it in relation to the unit
circle:
a) 𝑎 is fixed with 0 < 𝑎 < 1, and 𝑏 varies with −∞ < 𝑏 < ∞;

b) 𝑎𝑏 = 1, and 𝑏 varies with 0 < 𝑏 ≤ 1.

STEP 2013 Paper 2 Question 4 (completed)

 The coordinate geometry of the circle
Let 𝐶1 be the curve given by the parametric equations
𝑐
𝑥 = 𝑐𝑡, 𝑦= ,
𝑡
where 𝑐 > 0 and 𝑡 ≠ 0, and let 𝐶2 be the circle
2 2
𝑥−𝑎 + 𝑦−𝑏 = 𝑟2.

𝐶1 and 𝐶2 intersect at the four points 𝑃𝑖 (𝑖 = 1, 2, 3, 4), and the corresponding values
of the parameter 𝑡 at these points are 𝑡𝑖 .

i. Show that 𝑡𝑖 are the roots of the equation

𝑐 2 𝑡 4 − 2𝑎𝑐𝑡 3 + 𝑎2 + 𝑏 2 − 𝑟 2 𝑡 2 − 2𝑏𝑐𝑡 + 𝑐 2 = 0. (∗)

STEP 2022 Paper 3 Question 1 (start)
 The coordinate geometry of the circle
ii. Show that
4
2 2
෍ 𝑡𝑖2 = 2 𝑎 − 𝑏2 + 𝑟 2
𝑐
𝑖=1

4
1
and find a similar expression for ෍ 2 .
𝑡𝑖
𝑖=1

4
iii. Hence show that ෍ 𝑂𝑃𝑖2 = 4𝑟 2 , where 𝑂𝑃𝑖 denotes the distance of the point
𝑖=1
𝑃𝑖 from the origin.

STEP 2022 Paper 3 Question 1 (continued)

 The coordinate geometry of the circle
iv. Suppose that the curves 𝐶1 and 𝐶2 touch at two distinct points.

By considering the product of the roots of (∗), or otherwise, show that the
centre of the circle 𝐶2 must lie on either the line 𝑦 = 𝑥 or 𝑦 = −𝑥.

STEP 2022 Paper 3 Question 1 (completed)

 Lunch
Restarting at 1.10pm
Mathematics in Social
Science Degree
Courses
 Discussion

Why study maths post-16?

▪ In which subjects are your students likely to encounter

mathematics at University?
▪ What maths is needed in these subjects?
 AMSP Research

▪ What are the current entry requirements relating to

Mathematics and Further Mathematics?
▪ The AMSP carried out analysis of entry requirements and
statements from over 1100 degree courses to establish what
prior maths qualifications they require for entry in 2023. The
analysis was undertaken in September 2023 - March 2024.
 Examples of statements preferring A level Maths

▪ A*AA (without A level Mathematics) AAA (with A level

Mathematics)
Economics, Birmingham

▪ BCC to include at least one Science subject such as

Geography or Mathematics and to exclude General Studies
Geography, South Wales
 HE entry requirements – Non-STEM

Maths Further Maths

Subject No. of courses
Required Preferred Required Preferred

Economics 81​ 27% 6%​ 0% 4%​

Geography 72 0% 3% 0% 0%

Political Science 76 0% 0%​ 0% 0%​

Sociology 96 0% 0%​ 0% 0%​

AMSP, March 2024

 Mathematics in the Social Sciences

“Students are often surprised at the extent of the mathematical

demands of their university programmes and some struggle to
cope with those demands. For example, over 80 per cent of
economics students surveyed stated there was much more
mathematics involved in their economics degree programme than
they expected.”

(Source: Dawson P (2014) Skills in mathematics and statistics in economics and tackling transition
(York: Higher Education Academy),
https://www.heacademy.ac.uk/system/files/resources/tt_maths_economics.pdf )
 Q Step Degrees

▪ £19.5 million programme, originally funded by Nuffield from

the 2013/14 academic year
▪ Designed to promote a step-change in quantitative social
science education and training in the UK
▪ Universities have been funding their own Q Step Centres
since 2022
 Q Step Degrees

▪ Q- Step Programmes are available at 17 institution in the

following subjects:
Area studies Political science
Criminology Population health
Education Social analytics
Environmental planning Social anthropology
Human geography and Socio-legal studies
demography Social policy
International relations Social sciences
Linguistics Social work
Management and business studies Sociology

▪ Note this does not include subjects such as Economics or

Psychology
 Mathematics in the Social Sciences

Report 3: Spring term report (edited from the original to fit this presentation)
NB: The report should use multiple regression. Therefore, it is important that you choose a continuous
dependent variable.
Form a research hypothesis about experience of crime, fear of crime; attitudes to the Criminal Justice
System; anti-social behaviour, and socio-demographics.
You should aim to build on your report plan using the Crime Survey for England and Wales R Data.
Link the hypothesis(es) / research expectations to existing literature (from class and/or additional
criminological and sociological scholarship)
Test your hypothesis with data
Create a table(s) which describes the distributions of your independent, dependent, and moderator
variables. It is important to demonstrate: (i) appropriate variable choice and coding (*return to previous
labs for ways to recode in R), (ii) appropriate format of descriptive statistics and/or frequencies
(depending on the nature of your variable), (iii) correct interpretation of table. Look for values in the
min, max, and mean and what they say about your variables.
 Mathematics in the Social Sciences

Report 3: Spring term report (cont.)

Create a table of linear regression results
At least two models: (1) simple or multiple regression (extra marks for multiple regression!), (2): the
regression for your moderator main effect. Remember to make explicit to the reader what your
hypothesis was and reinstate, if needed, what effect you will expect from a moderator. If a moderator
is chosen (extra marks!). Here you will also have to provide results for your model that includes for the
interaction effects.
Drawing conclusions from your work:
1. Is your hypothesis supported?
2. Can you provide an interpretation of why or why not?
Remember to have a bibliography for your references at the end of the report.
(Used with permission of Professor Nick Allum)
 Mathematics in the Social Sciences

A political consultancy firm is trying to evaluate the effectiveness of campaign spending in

different constituency election campaigns. Suppose that it controls the spending in fifteen
different constituencies. It polls the electorate at the beginning of the campaign and then
computes the percentage changes in support for its candidates by comparing the election
result with the pre-campaign poll. The results are:
Campaign Cost Percentage changes in support
High 3, 4, 4, 5, 3
Medium 3, 2, 5, 2, 1
Low 2, -1, 3, -2, 1

The firm want to know whether the campaign wielded different results regarding change in
voter support for their candidate and propose using analysis of variance to help them do
this. State the null hypotheses and then, using SPSS (and explaining your working) create
an ANOVA table for the above data and determine whether at the 0.05 level the different
campaigns had differing impacts on support for the candidates.
 Mathematics in the Social Sciences

In the World Values Survey data, world.sav, there is a group of variables designed to
measure what the respondents found important in a job. They are v75 good pay, v76 no
pressure, v77 job security, v78 job respected, v79 good hours, v80 use initiative, v81
generous holidays, v82 achieve something, v83 responsible job, v84 job interesting, v85
meets abilities.
a) Carry out a principal components analysis of these variables using quartimax rotation
(exclude cases pairwise) using the data from all four countries and recording factor
scores. You should extract based upon eigenvalues greater than 0.9.
b) How many components were extracted by this exercise? What is the total percentage of
the variation explained after the quartimax rotation has taken place?
c) For each extracted component in turn list the variables which the component loads
highly upon. Interpret your answer with reference to what motivates people at work.
 HE entry requirements – Non-STEM

Maths Further Maths

Subject No. of courses
Required Preferred Required Preferred

Economics 81​ 27% 6%​ 0% 4%​

Geography 72 0% 3% 0% 0%

Political Science 76 0% 0%​ 0% 0%​

Sociology 96 0% 0%​ 0% 0%​

AMSP, March 2024

 Discussion

▪ What surprises you about the example questions?

▪ What can schools / colleges do to best prepare students for
the mathematical demands of the degrees they are planning
on studying?
 Core Maths – Aston University

▪ Appears to offer a one grade reduction on all courses for an

EPQ or Core Maths at grade B
 Core Maths – University of Bath
Typical A level Offer Alternative A level Offer
A*AA AAA
AAA or A*AB AAB
AAB ABB

▪ Applies to all degrees that do not require A level Maths

▪ For students achieving a grade B in Core Maths
▪ Or grade B in AS or A level Maths or AS or A level Statistics (if
studied in addition to 3 subjects).
 Core Maths – Keele University

▪ Appears to offer a one grade reduction on all courses for an

EPQ or Core Maths at grade B
 Core Maths – University of Sheffield

▪ Core Maths qualifications specifically focus on the use of

mathematics skills in contextualised, complex scenarios. The
University of Sheffield welcomes the ethos behind the development
of Core Maths and recognises that students who are not taking AS
or A Level Maths may find these qualifications beneficial in
preparing for undergraduate study, even if the course does not
require AS or A Level Maths as part of the entry requirements.
▪ We welcome the evidence of breadth of study and skills
development that studying Maths post-16 level can provide. Where
a Core Maths qualification is presented alongside three A Levels or
equivalent, we may be able to issue an alternative offer as part of
our Access Sheffield scheme.
 Core Maths – University of York

▪ We welcome the introduction of the Core Maths qualifications and

recognise the benefits that they bring, not only to university study,
but also to future employment.
▪ In acknowledgement of this, some of our departments will make a
reduced offer where a Core Maths qualification is taken alongside
three A levels or equivalent.
▪ E.g. Environmental Geography: if you achieve B or higher in Core
Maths, you may be eligible for an alternative offer up to one A level
grade (or equivalent) below our typical offer.
▪ Core Mathematics will however not be acceptable as a substitute
for an A level Mathematics requirement.
 Core Maths Premium

▪ £900 for every student in their first year of studying Core

Maths who have previously obtained a grade 4-9 in GCSE
Maths
▪ The premium will be paid as part of the 16 to 19 funding
allocation.
▪ Eligible qualifications are:
▪ 60147830 – Core Maths A (MEI) Level 3 Certificate
▪ 60147829 – Core Maths B (MEI) Level 3 Certificate
▪ 60148573 – Pearson Edexcel Level 3 Certificate in Mathematics in Context
▪ 60149450 – AQA Certificate Level 3 Mathematical Studies
 Core Maths

▪ Are you already offering Core Maths?

▪ If not, could you offer it as, say, an alternative to an EPQ?
▪ How can the AMSP support schools / colleges in raising the
profile of Core Maths?
UCAS Personal for Mathematics Students
Statements
Why personal statements?
 The UCAS personal statement

▪ An undergraduate personal statement is a chance to get noticed

for the unique talents and experiences you have. It’s an important
part of the application process as it’s an opportunity to talk about
yourself and your passions, outside of your grades.

▪ “Try to include something unique and memorable about yourself.

Admission teams receive thousands of applications each day, so
give them a reason to read yours more than once.”
Chloe Ng, HE Career Coach, Manchester Metropolitan University
 Advice from UCAS

▪ Don’t overthink the opening. Just start by showing your

enthusiasm for the subject, showcasing your knowledge and
understanding, and sharing your ambitions of what you want
to achieve.
 A personal statement for Mathematics

▪ “The most common mistake I see is a submission where the

student waffles on about having a love of mathematics without
saying why exactly, or what excites/motivates them.”
Peter Larcombe, Derby

▪ “Highlight what makes you unique. Why should I spend time

reading your application over the other hundreds that I
receive? Have you done some extra-curricular things above
what everyone else with an A level has?”
Tristan Pryer, Reading
 Personal statement activity 1

▪ In no more than twelve words, sum up why you like maths.

▪ Your response must be a coherent English sentence!

 Responses

▪ In no more than twelve words, sum up why you like maths.

 Advice from UCAS

▪ Don’t overthink the opening. Just start by showing your

enthusiasm for the subject, showcasing your knowledge and
understanding, and sharing your ambitions of what you want
to achieve.

▪ Avoid cliches! Remember, this opening part is simply about

introducing yourself, so let the admissions tutor reading your
personal statement get to know you.
Personal statements
 Personal statement activity 2

▪ “Avoid cliches! Remember, this opening part is simply

about introducing yourself, so let the admissions tutor
reading your personal statement get to know you.”

▪ Write down what you think are the most common first
lines of personal statements
 Beware!

Answers are on the next slide!

The most common first lines in personal statements

3. I am applying for this course because… 20%

2. For as long as I can remember I have… 21%

1. From a young age I have (always) been 25%

[interested in/fascinated by]…
 Opening lines

▪ ‘The best opening sentences refer to experiences – students

need to think about what stands out to them regarding their
relationship with their chosen subject… their interest in the
subject may have been generated from work experience,
voluntary work, hobbies/interests or even from studying it at A
Level.’
Liz Bryan: HE Coordinator And Careers Advisor, Queen
Elizabeth Sixth Form College
 Some questions…

▪ Should a personal statement for a maths or maths rich STEM

degree follow the same structure as one for a social sciences
or arts degree?

▪ What is the role of the maths department in providing

guidance for personal statements?
 A keen interest in mathematics

▪ “The main thing we look for in your personal statement is a

keen interest in mathematics, commensurate with your stage
of education. Good things to write about are, what you like
about mathematics itself, your favourite mathematical topics
from your A level studies so far, and (if applicable) any
recreational mathematics you may have found interesting
outside of your formal studies, such as in books or online
video series.”
Marcus Webb: Mathematics Admissions Tutor the
University of Manchester
 A keen interest in mathematics

▪ We're looking for people who are exploring beyond the classroom,
perhaps by looking something up or finding out something of what they
might learn at university, in order to prepare for study with us.
▪ Ideally this would be an ongoing journey of learning; perhaps you read
something in a book that made you think, then you wrote some notes,
and then you looked it up somewhere else, and now you're thinking
about how it relates to what you'd seen before
▪ Please don't list a collection of books you've read without explaining what
you got out of reading them

James Munro: Mathematics Admissions Admissions and Outreach

Coordinator the University of Oxford
 Providing guidance and advice
A structure for personal statements for mathematics courses
During the past year I have read several books about maths: my favourite of What the
which was ‘Finding Moonshine’ by Marcus du Sautoy. student read

Before reading the book, I had only considered symmetries as a property of Their reflection
shapes which appear the same on both sides of a line, but through reading this on what they
book I discovered that symmetries are wider reaching than I had expected. These read and how
symmetries can be used to prove things including the inexistence of a formula to their ideas
solve quintic equations: despite their seeming irrelevance to algebra and developed.
polynomials

Reading this book was conveniently timed with further research on Group Theory; Further
this allowed me to understand what du Sautoy described in the later parts of the research and
book, especially the chapter which dramatized the race to find new sporadic how that
groups in the 20th century. developed their
thinking
from a presentation by Gwyneth Hamand, Gonville & Caius College, Cambridge,
used with permission
 Personal statements activity 3

▪ Look at the four extracts from personal statements made by

different students

▪ For each one, consider what additional information the student

could have given to make it more meaningful

▪ Could they have reflected on their development?

▪ What additional research could they have done?
 Examples of personal statements #1

▪ I attended a university taster day organised by my

school, where we learnt about degree level maths.
 Examples of personal statements #2

▪ My school maths department sets a ‘problem of the

month’ and my solution has won the prize three times.
 Examples of personal statements #3

▪ As part of my extended project I researched how

ancient arithmetic works in different number systems.
 Examples of personal statements #4

▪ I set up and coordinate a ‘Maths discussion group’ that

meets weekly to work on interesting problems we have
found.
 Summary

Why are you applying? Do your studies relate? Why are you Why will you be great?
Your personal and Prove your enthusiasm interested? Your personal and
practical skills for your current study This is your chance to practical skills
combined will create a and take the show your passion and combined will create a
unique picture of who opportunity to really demonstrate who unique picture of who
you are and why you’ll demonstrate your skills you are. If you have you are and why you’ll
be a successful and knowledge now hobbies or volunteering be a successful
student, so definitely and how you want to experiences related to student, so definitely
include both. build on that. the subject, include include both.
them here. Your personal skills
and achievements
 Summary

Why are you applying? Do your studies relate? Why are you Why will you be great?
• [xxx] • What have you interested? • Talk about specific
loved learning in • [xxx] maths problems
your Maths lessons, that you have
what questions did enjoyed solving.
it bring up for you Have you worked
and you want to collaboratively to
learn more solve them?
• UKMT
 Hobbies and interests

Some universities are keen to see these:

“Other things we look at are your motivations, achievements,

hobbies, and interests. Just keep to the facts for these topics and
realise that there’s no need for your personal statement to be a
profound work of literature when applying for a mathematics
degree! Just keep it clear, simple, honest and to the point. Ask
your teacher or mentor for several rounds of feedback and make
sure there are no mistakes (in grammar and spelling, for
example).”
Marcus Webb: University of Manchester
 Hobbies and interests

Others are less keen:

“Many universities will be interested in extra-curricular activities,

including your hobbies and interests, work experience, voluntary
work and any positions of responsibility that you may have held
either in school or elsewhere.
At Cambridge, our admissions decisions are based on academic
criteria (ability and potential), so we only consider extracurricular
activities that are relevant to the course you’ve applied for.”
University of Cambridge
Break
Essential Enrichment Why and How
 Why does enrichment matter?

1. Motivation to further study

2. Filling in gaps in the curriculum
▪ Number Theory
▪ Combinatorics

3. Transition
4. Stretch
5. Fun
 Who is enrichment for?

1. The most able students

2. Those prepared to give up extra time
3. Those wanting to study maths at university
4. All students
 Why enrichment?

Enrichment should be
▪ for all students
▪ fun, filling gaps, stretching

Enrichment will
▪ motivate students to further study
▪ improve transition
 External Enrichment

▪ Competitions
▪ Events
▪ Qualifications
See handout 6.1 for
▪ Websites comprehensive lists
▪ Books
SUMS Magazine

A one-stop shop for

advice and pointers to
many other resources
 SUMS enrichment days

One-day events for y12 girls at universities around the country

Slow Maths: working in small groups on an extended problem

Speed Networking: an opportunity to quiz current university
students about aspects of university life
Early Career Showcase: presentations from young women
using mathematics in their jobs
Applying to university: information about the additional
requirements for studying mathematics at several universities
 In-lesson Enrichment

▪ UKMT questions
▪ Admissions Assessments questions
▪ Context and applications
▪ Activity-based lessons (nRich, Underground Maths, Integral…)

See handout 6.1 for

comprehensive lists
 Why run a Maths Club?

▪ What do you want to achieve?

▪ Sparking interest
▪ Improving problem-solving skills
▪ Preparing for Admissions Assessments
▪ Encouraging independence

This should be fun for you as

well as for your students!!
 What makes a good Maths Club activity?

Most activities should… Some activities will…

▪ Be easy to get stuck into ▪ cover topics required for
▪ be ‘completable’ in 30 Admissions Assessments
minutes but … (e.g. Number Theory, Logic,
Combinatorics)
▪ … have obvious extensions
to take away ▪ look at university topics
▪ encourage collaboration ▪ encourage students to read
books
 Activity 1: Lego Towers

How many distinct towers can be made with 4 bricks from these
bins according to these rules?

A B C D

When adding a new brick you may either

▪ add a brick of a colour already used from a labelled bin
▪ add a new colour brick from the first unused bin in the
sequence ABCD
Bricks are always added to the top of the tower.
 Activity 1: Lego Towers

Allowed Not allowed

AABC AABA AACB ACDA

 Reflection

▪ Have a go!
▪ Work in groups

▪ What do you like about this activity?

▪ When and how might you use it?
Follow-on activities and further reading
 Four-line Rhymes

A The Moving Finger writes; and, having writ,

A Moves on: nor all thy Piety nor Wit

B Shall lure it back to cancel half a Line,

A Nor all thy Tears wash out a Word of it.

Quatrain from The Rubaiyat of Omar Khayyam

 Four-line rhymes

Allocate each line with a letter of the alphabet in sequence but

assign any line that rhymes with a previous line the same letter
as the line it rhymes with.

How many rhyme schemes are possible for a quatrain?

 Bell Numbers

▪ count the possible partitions of a set.

▪ studied by mathematicians since the 19th century
▪ roots in medieval Japan
▪ named after Eric Temple Bell, who wrote about them in the
1930s.
▪ Can also be interpreted as moments of probability
distributions.
• 𝐵𝑛 is the 𝑛th moment of a Poisson distribution with mean 1.
 Further reading

▪ Catalan Addendum
▪ Enumerative Combinatorics

both by Richard P. Stanley

both included in your next Next Steps mailing!
Two more activities to try…
 Activity 2: Taxicab geometry

In taxicab geometry, the

distance between two points is
P measured along the gridlines.
• How far away from A is P?
A
• Investigate circles in
taxicab geometry
• What about Apollonius’
circles?
 Apollonius’ Circles

Before investigating these in taxicab geometry, you may need to

try them out in Euclidean geometry!

The two distinct points 𝐴 and 𝐵 are fixed, and 𝑃 moves so that
the ratio of the lengths 𝐴𝑃 to 𝐵𝑃 is 𝜆, i.e. 𝐴𝑃 = 𝜆𝐵𝑃
What does the locus look like for different values of 𝜆?
What happens in taxicab geometry?
 Reflection

▪ What do you like about this ▪ When and how might you
activity? use it?
 Activity 3: Graph sketching challenges

▪ Sketch each of these sets of graphs (not necessarily on the

same axes)
▪ Discuss with a partner
▪ Check using technology
▪ Note why you went wrong, not just where you went wrong
 Activity 3: Graph sketching challenges

Set 1 Set 2 Set 3

▪𝑦 =
1 ▪ 𝑦 = ln 𝑥 ▪ Create your own set of
𝑥
1 graphs to sketch
1 ▪ 𝑦 = ln
▪ 𝑦 = sin 𝑥
𝑥
ln 𝑥
1 ▪𝑦 =
▪𝑦 = sin 𝑥 𝑥
𝑥
 Activity 3: follow-up

MAT 2007 Q1G

 Reflection

▪ What do you like about this ▪ When and how might you
activity? use it?
 Getting started

▪ Week 1: STMC Group Round questions

▪ Week 2: MOG questions
▪ Week 3: SMC practice
▪ Week 4: Ritangle
▪ Week 5: SUMS magazine Puzzle Corner
▪ Week 6: Apollonius’ Circles
Encourage students to take it
▪ Week 7: Taxicab Geometry in turns to find something to
investigate (nRich, SUMS,
competitions…)
Q&A and Next Steps
 Next Steps

Discuss in your groups:

▪ What can you do to help best make students aware of the
need for post 16 mathematics for their university studies?
▪ How can you best support your Maths and Further Maths
students to develop their problem solving skills and prepare
for university?

Handout 7.1
You said…
Your questions…
 Feedback

Please complete your feedback form to help us ensure that this

day is useful. Thank you.
 Sign up to our Stay Informed list to receive
regular communications from the AMSP

amsp.org.uk/
Your school or college can register with the
subscribe AMSP to gain access to our free resources. If
you’d like to check whether your school is already
registered, email [email protected]
 Contact us

[email protected]

[email protected]
 Contact the AMSP

01225 716 492

[email protected]

amsp.org.uk

Advanced_Maths