As a former head of maths and vice-principal in inner-city secondary schools, I have had the privilege of working with excellent maths teachers and seeing inspirational maths lessons.
Yet I was not surprised to see the recent Trends in International Mathematics and Science Study report indicating that UK maths education is not keeping pace with other nations. It is not the first time we have heard this story – the Vorderman Report, the Advisory Committee on Mathematics Education’s Mathematical Needs and Ofsted’s Made to Measure all made an urgent case for change.
It is clear to many maths teachers that we could do more. But given limited time, resources, support and experience, the question is, how? There is a wealth of research in maths education, demonstrating practices that work. But the challenge for any one teacher, department, or school of incorporating this into their daily lessons is immense.
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