Critical Maths is a post-16 mathematical thinking curriculum developed by MEI with DfE funding. The resources have been trialled in schools and are freely available. They are designed to enable students to think about real problems using mathematics. Many of the resources start by engaging the students in giving an initial opinion and then encourage them to think more deeply and to evaluate their initial thoughts.
To access the Critical Maths resources on the Integral website, please click the button below:
To read more about the project visit Critical Maths or contact Terry Dawson.
Using the table below MEI has tried to show how the DfE funded resources, produced as part of the project to develop the ideas expressed in Professor Sir Timothy Gowers' weblog, relate to the content of the new Core Maths qualifications.
Where the specification has a particular system for referencing the content of the course, we have used these codes to identify the statements applicable to each resource. For example "see section C3 item C3.2, S7 item S7.2", "IQRs1, and CMs6, 7, 10".
In specifications that don't use a system we have attempted to reference the statements using methods such as ; "see section 6, content under the heading probability and risk" or, "Probability : Understanding that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size" .
Some of the Critical Maths resources may provide partial coverage of the identified statement. For example consider the statement "calculating and interpreting conditional probabilities through representation using expected frequencies with contingency tables, tree diagrams and Venn diagrams", the identified Critical Maths resource covers conditional probabilities as described using tree diagrams only, further examples will be required to cover all of the statement.
AQA | City And Guilds | Eduqas | EDEXCEL | OCR | ||||
---|---|---|---|---|---|---|---|---|
Statistics (6990) | Algebra and Graphs (6991) | Decision (6994) | Using and Applying Maths | Maths for Work and Life | Quantitative Reasoning | Quantitative Problem Solving | ||
Resource Title | References refer to AQA specification sections |
References refer to C&G specification sections |
References refer to Eduqas specification sections |
References refer to Edexcel specification sections |
References refer to OCR specification sections | |||
Business and Risk | See section R7,8,9,10 | Section 6 See content under the heading probability and risk | Probability : Understanding that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size | P7 understand and interpret risk; the probability of something happening multiplied by the resulting cost or benefit if it does; comparison of levels of risk; application of risk to real-life contexts such as finance, insurance and trading. |
CMp1, 2, 8, 9, CMe6, 7 IQRu7,u8 |
IQRu7,u8 | ||
Decisions with Risk | See section R7,8,9,10 | Section 6 See content under the heading probability and risk | Probability : Understanding that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size | P7 understand and interpret risk; the probability of something happening multiplied by the resulting cost or benefit if it does; comparison of levels of risk; application of risk to real-life contexts such as finance, insurance and trading. |
IQRu7,u8 CMs2, CMp4, 7 CMe7 CMs1 |
IQRu7,u8 | ||
Fermi Estimates | See section E2 | See section E2 | See section E2 | Section 6 See content under the heading number, ratio and proportion | Number : Working with fractions, decimals and percentages in real-life contexts | IQRe1 CMp1, 2, 3,4, 7, CMp12,13 CMe1-6 |
IQRe1 SPSe2 |
|
Guessing the Answers | See sections S4,R4 | Section 6 See content under the heading statistics | Probability : Understanding that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size | A1 infer properties of populations or distributions from a sample, while knowing the limitations of sampling : P1 understand and demonstrate that empirical unbiased samples tend towards theoretical probability distributions, as sample size increases. |
CMs8,10, CMp7,9 |
SPSs8 | ||
Making Estimates with Limited Data | See section E2 | See section E2 | See section E2 | Section 6 See content under the heading number, ratio and proportion | Number : Working with fractions, decimals and percentages in real-life contexts | IQRe1 CMp1, 2, 3,4, 7, CMp12,13 CMe1-6 |
IQRe1 SPSe2 |
|
Percentage Use and Abuse | See section F2 | See section F2 | See section F2 | Section 6 See content under the heading Number, ratio and proportion | Number: Working with fractions, decimals and percentages in real-life contexts | IQRf5,6 CMn1, CMp8,10, 14 |
IQRf5,6 SPSs11 |
|
Product Prices | Section 6 See content under the heading number, ratio and proportion | IQRf13 CMp1, 2,6, 8,13 |
IQRf13 | |||||
Representative Data | Section 6 See content under the heading statistics | Statistics : Evaluating the weaknesses, strengths and suitability of data | IQRs1 CMs6, 7, 10 |
IQRs1 SPSs12,s26 |
||||
Random Controlled Trials | Section 6 See content under the heading statistics | Statistics : Evaluating the weaknesses, strengths and suitability of data | IQRs1 CMs6, 7, 10 |
IQRs1 SPSs12,s26 |
||||
Regression to the Mean | Statistics : Evaluating the weaknesses, strengths and suitability of data | IQRs1 CMs5, CMp9 |
IQRs1 SPSs12,s26 |
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Scams | See section R7,8,9,10 | Section 6 See content under the heading probability and risk | Probability : Enumerating sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams |
IQRu1,u2 Cms2, CMp9, CMe7 |
IQRu1,u2 | |||
Screening | See section R5,R6 | Section 6 See content under the heading probability and risk | Probability : Calculating and interpreting conditional probabilities through representation using expected frequencies with ….. tree diagrams ….. | P4 calculate and interpret conditional probabilities through representation using expected frequencies with …., tree diagrams …. |
IQRu5,u6 CMu1,u2 CMs2 |
IQRu5,u6 | ||
Valid Arguments | See section C3 item C3.2, S7 item S7.2 | Section 6 See content under the heading statistics | Statistics : Recognising correlation and know that it does not indicate causation. | A6 recognise correlation and know that it does not indicate causation | CMs3,s4, CMp9 |
SPSs12,s25 | ||
Voting | Topic 1.1 point 3 : Comparing models | CMp11,6,7 | ||||||
How convincing | See section C3 item C3.2 and S5,S6 | Section 6 See content under the heading statistics | Statistics : Evaluating the weaknesses, strengths and suitability of data | IQRs10,s16 CMs8, 9, |
IQRs10,s16 SPSs8,s12 SPSh1 |