1. more maths grads David Arrowsmith Mathematical Sciences Queen Mary University of London

2. Aims of the project Improving students’ perception of mathsImproving students’ perception of maths Changing the ways that schools, colleges and universities interactChanging the ways that schools, colleges and universities interact Helping students find out about optionsHelping students find out about options Raising awareness of the importance of maths, its role in careers, and its links to other subjectsRaising awareness of the importance of maths, its role in careers, and its links to other subjects Encouraging under-represented groupsEncouraging under-represented groups Increasing the number applying to take maths further (to A-level or degree)Increasing the number applying to take maths further (to A-level or degree)

3. London East region Based at Queen Mary University of LondonBased at Queen Mary University of London Working in four London boroughsWorking in four London boroughs  Barking and Dagenham  Hackney  Newham  Tower Hamlets

4. Maths at Queen Mary: 1 Situated in East London, one mile east of the CitySituated in East London, one mile east of the City A doubling of numbers of undergraduates 2003-2008A doubling of numbers of undergraduates 2003-2008 Current goal is to improve quality while maintaining numbers (operating at or just above capacity)Current goal is to improve quality while maintaining numbers (operating at or just above capacity)

5. Maths at Queen Mary: 2 In 2006/07 the School had 666 undergraduates, withIn 2006/07 the School had 666 undergraduates, with –18% Indian –17% White (combined) –14% Chinese –14% Pakistani –12% Bangladeshi –11% Asian (other) – 6% Black African – 8% other / refused to say

6. Full time undergraduates, UK Figures from HESA Steady increase in maths Steady decline in statistics

7. Effects on School More maths grads is starting to have positive effects on the staff – they feel it is good to be involved in this projectMore maths grads is starting to have positive effects on the staff – they feel it is good to be involved in this project

8. Effects on School More maths grads is starting to have positive effects on the staff – they feel it is good to be involved in this projectMore maths grads is starting to have positive effects on the staff – they feel it is good to be involved in this project Outreach team of academics was created to support more math grads, and the SchoolOutreach team of academics was created to support more math grads, and the School

9. Effects on School More maths grads is starting to have positive effects on the staff – they feel it is good to be involved in this projectMore maths grads is starting to have positive effects on the staff – they feel it is good to be involved in this project Outreach team of academics was created to support more maths grads, and the SchoolOutreach team of academics was created to support more maths grads, and the School Team have to respond to requests rather than manufacture work for themselves – beneficial!Team have to respond to requests rather than manufacture work for themselves – beneficial!

10. General Outreach The main School outreach activity had been individual visits to schools and a few sampler coursesThe main School outreach activity had been individual visits to schools and a few sampler courses

11. General Outreach The main School outreach activity had been individual visits to schools and a few sampler coursesThe main School outreach activity had been individual visits to schools and a few sampler courses Outreach Officer appointed to coordinate our activity before the moremathsgrads project beganOutreach Officer appointed to coordinate our activity before the moremathsgrads project began – different from the national apsirations of moremathsgrads team

12. General Outreach The main School outreach activity had been individual visits to schools and a few sampler coursesThe main School outreach activity had been individual visits to schools and a few sampler courses Outreach Officer appointed to coordinate our activity before the moremathsgrads project beganOutreach Officer appointed to coordinate our activity before the moremathsgrads project began – different from the national apsirations of moremathsgrads team Coordination needed for local activity - there is a problem of freeing-up the time table in SchoolsCoordination needed for local activity - there is a problem of freeing-up the time table in Schools

13. Observations around more maths grads: 1 We have been very lucky to get a great team of coordinators in the regions – they have worked hard, effectively and adaptively

14. Observations around more maths grads: 1 We have been very lucky to get a great team of coordinators in the regions – they have worked hard, effectively and adaptively Net effect of more maths grads is starting to have positive effects on the staff- good to be involved

15. Observations around more maths grads: 2 We entered a crowded market – finding our identity was/is a key concernWe entered a crowded market – finding our identity was/is a key concern

16. Observations around more maths grads: 2 We entered a crowded market – finding our identity was/is a key concernWe entered a crowded market – finding our identity was/is a key concern Re-interpretation of the original proposal while remaining true to its aims was a vital early component of the workRe-interpretation of the original proposal while remaining true to its aims was a vital early component of the work

17. Observations around more maths grads: 2 We entered a crowded market – finding our identity was/is a key concernWe entered a crowded market – finding our identity was/is a key concern Re-interpretation of the original proposal while remaining true to its aims was a vital early component of the workRe-interpretation of the original proposal while remaining true to its aims was a vital early component of the work Generation 2 of more maths grads should learn from the current projectGeneration 2 of more maths grads should learn from the current project

18. Observations around more maths grads: 2 We entered a crowded market – finding our identity was/is a key concernWe entered a crowded market – finding our identity was/is a key concern Re-interpretation of the original proposal while remaining true to its aims was a vital early component of the workRe-interpretation of the original proposal while remaining true to its aims was a vital early component of the work Generation 2 of more maths grads should learn from the current projectGeneration 2 of more maths grads should learn from the current project School teachers don’t know what mathematics is for!School teachers don’t know what mathematics is for!

19. Challenges Going out to Schools and colleges – great disparity in environment compared with universitiesGoing out to Schools and colleges – great disparity in environment compared with universities –relative remoteness of staff –new technology vs blackboards –uninviting buildings

20. Challenges Going out to Schools and colleges – great disparity in environment compared with universitiesGoing out to Schools and colleges – great disparity in environment compared with universities –relative remoteness of staff –new technology vs blackboards –uninviting buildings Major image problem - uninspiring to the non- committed student!Major image problem - uninspiring to the non- committed student!