Contribution
It is a pleasure to serve under your chairmanship, Mr Vickers. I thank the hon. Member for St Neots and Mid Cambridgeshire (Ian Sollom) for bringing this debate to the House. There may be plenty of things we disagree on, but when it comes to maths, I am sin2θ and he is cos2θ, and together we are at one. There are a lot more of those jokes to come, Mr Vickers.
I am a former maths teacher, I am married to a maths teacher and I am looking forward to the hon. Member for Harpenden and Berkhamsted (Victoria Collins) commenting on how good the maths teachers are in her constituency. In fact, when I first met my wife—this is a little bit raunchy—I told her she was 1/cos C. Only the hon. Member for St Neots and Mid Cambridgeshire and I will get these jokes, unfortunately; I apologise that my speech is not going to be at the same intellectual level as that of the hon. Gentleman.
I taught secondary school maths in schools across Essex, and the two things students most often asked were a) “When are we going to use this in real life?”, and b) “Will this be on the exam?”. I am genuinely passionate about maths, not because it is on the exam or because there is a problem to be solved, but because maths in itself is a beautiful thing and something that we should enjoy. Those questions were therefore incredibly frustrating.
After part a), they would sometimes add another line: “When will we use this in real life? And don’t say engineering.” I have to say to the hon. Member for St Neots and Mid Cambridgeshire that I was not a maths graduate—I was actually an engineering graduate, but I think he will understand. There is a lot of maths in engineering, and I was wholly qualified to teach it. I genuinely believe that we should love maths and not see it as a challenge to overcome but a tool to help us. I do not want to write a shopping list that says I am buying six apples and five bananas if I can use a and b instead. That is really important.
On part b), one of my favourite things to teach, which is not on the curriculum, is the Fibonacci sequence. When I teach the Fibonacci sequence, I show pupils how that leads on to the golden ratio and how the golden ratio applies in real life to the shape of leaves or seashells, or to the amount of bees that live in a hive. In fact, Liz Hurley can be compared to the golden ratio. On literature, paper sizes are based around the golden ratio. When we read a book, we are likely to find that something significant happens around 61.8% of the way through, because this is a really important ratio. It is not just mathematical—it occurs in real life. I genuinely think that is interesting. I want to emphasise that we have a habit of talking about maths as a kind of challenge—almost a monster in the room—but it is not. It should be seen as our friend.
The question of the role of maths in the UK is substantial, so I have thought about it a little more at the local level as being about the use of maths in Harlow. Hon. Members will be aware that Harlow is the home of Hannah Fry, who shares my passion for mathematics. It is also where George Hockham and Charles Kao invented the fibre-optic cable. It is fair to say that such an invention could not have happened without the use of applied mathematics. In fact, any business, school or organisation in Harlow will rely on maths, whether that is to fill out tax returns or produce wage slips. Maths is absolutely everywhere.
I find that one of the biggest frustrations with maths is that it seems to be acceptable for adults to say, “I’m not very good at maths.” When I was a teacher, some colleagues and senior colleagues said it. In one of the schools I worked at—I will not name which—one of the deputy heads, a fantastic English teacher, proudly said on stage in front of students, “I was never very good at maths.” Imagine the impact that had on young people, who were perhaps already struggling with maths, about the importance of learning it.
I am not saying it is right to criticise people who struggle to read or spell, but I am pretty confident that someone would not say that in the same way they are happy to say that they are not very good at maths. I appreciate I am talking in jest a little, but I hope the Minister will take from my speech the hope that we can challenge that misconception and say that it is important to be able to do maths, as the hon. Member for St Neots and Mid Cambridgeshire mentioned.
I was not going to be too political, but in preparation for hearing the shadow spokesman claim that we have never had it so good on maths teaching as we did under his Government, I say to him that that is as imaginary as the square root of minus one. I respectfully point out that the number of qualified maths teachers—yes, I am one of them—went down under his Administration. More and more, schools were forced to rely on non-specialists to teach maths. Some did so very successfully, but clearly when it comes to higher-level maths—A-level maths and A-level further maths—we want specialist teachers, even if they are engineering graduates, to tackle that.
I welcome the fact that the Government have started to bring confidence back into the teaching profession and, dare I say, that with today’s announcement, they will also ensure that the young people we teach have full bellies and are able to learn. I will finish on a positive note. As a sci-fi fan, I welcome the fact that, if we ever meet alien life forms, it will be mathematics that serves as our common language.