ABSTRACT
In recent years there has been a lot of debate about mathematics in the post-16 sector of education. This has been related particularly to issues linked to A level, but has taken in concerns about a wider range of courses at different levels and continuing concerns about the breadth of the curriculum. Governmental response to some of the issues raised by the report of Lord Dearing (Dearing, 1996) has resulted in substantial changes to the structure of courses and assessment post-16, for AS and A level and also more vocationally-oriented courses.
