Abstract
I am looking forward with great enthusiasm to the arrival at advanced level of the GCSE student who has experienced a problem solving approach to mathematics through investigations. I hope examination boards are equally enthusiastic. Here for them is the opportunity to broaden their approach to syllabus content and methods of assessment. Can we hope that they are already working with this in mind? Advanced level mathematics courses, particularly in the options of applied mathematics, will need to nurture the good work of the GCSE courses and allow sixth-forms to produce a student capable of modelling real problems, in terms of sound and necessary mathematical techniques.
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