Sir – The tables of results in secondary school tests certainly throw up concern in maths and much seeking for reasons.

I believe that a fundamental reason is highlighted by the experience of the joiner and his despair at the innumeracy of his new employee. Had this lad had regular woodwork lessons (as he would have done in days of yore) and possibly doing joinery in technical college, he would have learnt to apply basic maths to the job in hand and his arithmetic would have become relevant.

Much of the maths syllabus is “pure” and only ultimately relevant to prospective mathematicians. How often do we use algebra in everyday life, or trigonometry? Basic geometry is useful when wallpapering or laying flooring.

Once, cookery lessons involved weight and liquid measurement — indeed, from the 1960s onwards, cookers and small benches became standard equipment in primary schools, so that numbers became relevant and not just sounds chanted in tables.

The onset of calculators which can perform all manner of calculations make children of all ages question why they should endure the grind of a mostly abstract maths syllabus. While the four arithmetical rules and tables must be included, a much earlier introduction of “applied” maths is essential when syllabuses, tests and exams are devised.

Maybe, Sir, I am completely wrong, in which case, I hope that maths teachers (not university academics) will rise up in wrath — but, at the same time, suggest their own diagnosis of concern and how to remedy this.

Martin Sheldon, Headington Quarry