Literacy’s role in boosting maths outcomes

There is a familiar conversation I have heard numerous maths teachers have in different schools in very different contexts.

They will express their frustration that their pupils are failing to make progress in formal assessments, despite being able to follow the curriculum and complete calculations independently in class. Teachers will then recognise that their pupils’ inability to read or comprehend what the questions are asking of them is a huge barrier to them demonstrating the mathematics they are capable of.

In its guidance, Mathematics GCSE Subject Content and Assessment Objectives, the Department for Education (DfE) states that GCSE mathematics examinations should enable pupils to “comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context”.