Mathematics is widely recognised as a foundational skill across a broad range of disciplines, including science, technology, engineering, mathematics (STEM), social sciences, and business. However, despite achieving strong grades in GCSE Mathematics, many students entering higher education or the workforce find it challenging to apply mathematical and statistical concepts effectively in practical contexts. This gap between theoretical knowledge and applied problem-solving skills represents a significant barrier to students’ academic and professional success.
The Integrating Mathematical Problem Solving (IMPS) project was a one-year pilot programme, funded by the Clothworkers’ Foundation and managed by Mathematics in Education and Industry (MEI) during the 2011/12 academic year. Its overarching aim was to explore ways of equipping post-16 students, who had already attained a grade C or above at GCSE Mathematics, with a key transferable skill: the ability to analyse and solve real-world problems using mathematics and statistics.
The pilot programme focused on several strategic areas, including the development of teaching and learning resources, the use of the GCE Extended Project, collaboration with university partners, professional development for teachers, engagement with professional bodies and industry, and curriculum innovation. This report summarises the rationale for the IMPS project, outlines the activities undertaken across these areas, and presents the key outcomes and findings.
By fostering the application of mathematics in meaningful contexts, the IMPS project aimed to bridge the gap between academic achievement and practical competence, providing students with skills essential for success in higher education, professional environments, and beyond.
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