No CrossRef data available.
Article contents
Future-proofing mathematics education
Published online by Cambridge University Press: 15 October 2025
Extract
Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the 'Save PDF' action button.
My Mathematical Association Presidential Address focused on maths education in the context of the current environment in England. However, many of the issues are relevant to other UK nations and maths education more widely.
Information
- Type
- Articles
- Information
- Copyright
- © The Authors, 2025 Published by Cambridge University Press on behalf of The Mathematical Association
References
Academy for the Mathematical Sciences: Quantifying the UK economic contribution of the mathematical sciences in 2023, https://www.acadmathsci.org.uk/wp-content/uploads/2024/10/AcadMathSci-22Oct2024-Economic-Contribution-MathSci.pdf, accessed May 2025Google Scholar
Department for Education, 2025: https://www.gov.uk/government/publications/early-years-continuing-professional-development-and-support/early-years-continuing-professional-development-and-support, accessed May 2025Google Scholar
Department for Education, 2025: https://www.gov.uk/guidance/16-to-19-funding-advanced-maths-premium, accessed May 2025Google Scholar
Department for Education, 2025: https://www.gov.uk/government/publications/16-to-19-funding-core-maths-premium/16-to-19-funding-core-maths-premium, accessed May 2025Google Scholar
Making Mathematics Count: The report of Professor Adrian Smith’s Inquiry into Post-14Mathematics Education, February 2004
Google Scholar
Department for Education (2024): https://www.gov.uk/government/speeches/bridget-phillipsons-speech-to-the-confederation-of-school-trusts, accessed May 2025Google Scholar
NCETM ‘Mastery Explained’: https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/, accessed May 2025Google Scholar
Observatory for Mathematical Education: https://www.nottingham.ac.uk/observatory/observatory-for-mathematical-education.aspx, accessed May 2025Google Scholar
Nuffield Foundation (2014): ‘Mathematics after 16: the state of play, challenges and ways ahead’, https://www.nuffieldfoundation.org/sites/default/files/filesMathematics_after_16_v_FINAL.pdf, accessed May 2025Google Scholar
AMSP: What is Core Maths?, https://amsp.org.uk/leadership/core-maths/what-is-core-maths/, accessed May 2025Google Scholar
AMSP (2025): Alternative admissions offers for level 3 maths, https://amsp.org.uk/universities/university-admissions/alternatives-admissions/, accessed May 2025Google Scholar
Department for Education: Trends in International Mathematics and Science Study 2023: England, https://www.gov.uk/government/publications/trends-in-international-mathematics-and-science-study-2023-england, accessed May 2025Google Scholar
Department for Education: PISA 2022: National Report for England, https://www.gov.uk/government/publications/pisa-2022-national-report-for-england, accessed May 2025Google Scholar
Axiom Maths (2024): Maths education in England: Attainment and attitudes, https://axiommaths.com/blog/maths-education-in-england-attainment-and-attitudes/, accessed May 2025Google Scholar
Kirschner, Paul A., Sweller, John & Clark, Richard E. (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist, 41:2, 75–86, DOI: 10.1207/s15326985ep4102_1
10.1207/s15326985ep4102_1CrossRefGoogle Scholar
University of Oxford: Lack of maths education negatively affects adolescent brain and cognitive development, https://www.ox.ac.uk/news/2021-06-07-lack-maths-education-negatively-affects-adolescent-brain-and-cognitive-development-1, accessed May 2025Google Scholar
The Mathematical Association: Primary Maths Challenge, https://www.primarymathschallenge.org.uk/, accessed May 2025Google Scholar
University of Cambridge: nrich: Enriching mathematics for all learners, https://nrich.maths.org/, last accessed May 2025Google Scholar
MEI: FE Maths Challenge, https://mei.org.uk/teachers/functional-skills-gcse-resit/inspiring-students/further-education-maths-challenge/, accessed May 2025Google Scholar
Royal Society: Mathematical Futures Programme, https://royalsociety.org/news-resources/projects/mathematical-futures/, accessed May 2025Google Scholar
The Education Endowment Fund: High-quality teaching, https://educationendowmentfoundation.org.uk/support-for-schools/school-planning-support/1-high-quality-teaching, accessed May 2025Google Scholar
Nuffield Foundation (2018) How do shortages of maths teachers affect the within-school allocation of maths teachers to pupils?, https://www.nuffieldfoundation.org/publications/shortages-maths-teachers-affect-within-school-allocation-teachers-to-pupils, accessed May 2025Google Scholar
Q. Yang, (2008) ‘ Singapore’s Educator Career Ladder: A First-person account’ NCEE, https://ncee.org/singapores-educator-career-ladder-a-first-person-account/, accessed May 2025Google Scholar
NCETM (2025): ‘Becoming an LLME – what do I need to know?’, https://www.ncetm.org.uk/features/becoming-an-llme-what-do-i-need-to-know/, accessed May 2025Google Scholar
Institute of Mathematics & its Applications: Chartered Mathematics Teacher, https://ima.org.uk/becoming-chartered/chartered-mathematics-teacher/, accessed May 2025Google Scholar
MEI (2024): Recruiting, developing and retaining the mathematics teaching workforce in England, https://mei.org.uk/reports/recruiting-developing-and-retaining-themathematics-teaching-workforce-in-england-an-mei-discussion-paper/, accessed May 2025Google Scholar
Joint Mathematics Council (2023): Mathematics education and digital technology, https://www.jmc.org.uk/wordpress-cms/wp-content/uploads/2023/07/JMC-Digitech-Report-July-2023-1.pdf, accessed May 2025Google Scholar
Department for Education (2016): Mathematics AS and A level content, https://assets.publishing.service.gov.uk/media/5a7f273a40f0b62305b85670/GCE_AS_and_A_level_subject_content_for_mathematics_with_appendices.pdf, accessed May 2025Google Scholar
MEI: Further Pure with Technology, https://mei.org.uk/teachers/a-level-further-mathematics/using-technology/support-for-offering-further-pure-with-technology/, accessed May 2025Google Scholar
MEI: Introducing students and teachers to data science, https://mei.org.uk/about-mei/what-we-do/current-projects-and-programmes/introducing-students-and-teachers-to-data-science/, accessed May 2025Google Scholar
XTX Markets (2023): Maths Excellence Pathways, https://www.datocms-assets.com/10954/1679582918-xtx-markets-maths-excellence-pathways-230323.pdf, accessed May 2025Google Scholar
AMSP (2025): Higher Level Maths Achievement (11–16), https://amsp.org.uk/higher-level-maths-achievement/, accessed May 2025Google Scholar
Nature (2025): Rapid emergence of a maths gender gap in first grade, P. Martinot, B. Colnet, T. Breda, J. Sultan5 L. Touitou5 P. Huguet6 E. Spelke, G. Dehaene-Lambertz, P. Bressoux & S. Dehaene, https://www.nature.com/articles/s41586-025-09126-4, accessed May 2025Google Scholar
M. Adkins, M. and A, Noyes, (2016). Reassessing the economic value of advanced level mathematics. British Educational Research Journal 42(1): 93–116. DOI: 10.1002/ berj.3219, https://www.nuffieldfoundation.org/wp-content/uploads/2019/11/REVAMP20Summary201.pdf, accessed May 202510.1002/berj.3219CrossRefGoogle Scholar
Department for Education (2024): Explore education statistics, https://explore-education-statistics.service.gov.uk/data-tables/permalink/70371fc8-8c23-44c9-a93c-08dda66b96f5, accessed May 2025Google Scholar
UCL Institute of Education (2017): Cathy Smith and Jennie Golding, Gender and Participation in Mathematics and Further Mathematics: Final Report for the Further Mathematics Support Programme, https://meiassets.blob.core.windows.net/amsp-uploads/uploads/files/Gender-Participation-Casestudy-final2017.pdf, accessed May 2025Google Scholar
AMSP (2025): Girls’ Progression to A level Maths, https://amsp.org.uk/girls-progression-to-a-level-maths/, accessed May 2025Google Scholar
Department for Education: Curriculum and assessment review, https://www.gov.uk/government/groups/curriculum-and-assessment-review, accessed May 2025Google Scholar
NCETM (2024): Aligning curriculum and assessment reform with teaching for mastery in FE GCSE Resit/FSQ Maths, Emma Bell and Charlie Stripp, https://www.ncetm.org.uk/features/aligning-curriculum-and-assessment-reform-with-teaching-for-mastery-in-fe-gcse-resitfsq-maths/, accessed May 2025Google Scholar
Observatory for Mathematical Education (2024): GCSE Mathematics - charting grades, participation by age and tiering, Stephen Lee and David Sirl, https://www.nottingham.ac.uk/observatory/news-and-comment/gcse-maths-charting-grades-participation-age.aspx, accessed May 2025Google Scholar
NCETM (2024): Aligning curriculum and assessment reform with teaching for mastery in secondary maths (part 2), Carol Knights and Charlie Stripp, https://www.ncetm.org.uk/features/aligning-curriculum-and-assessment-reform-with-teaching-for-mastery-in-secondary-maths-part-2/, accessed May 2025Google Scholar
Horizons, Maths (2025): How England should reform maths education for the age of AI, https://www.mathshorizons.uk/_files/ugdd28465_07ab1d04a9d34036a5cd569767bd2f52.pdf, accessed May 2025Google Scholar
Royal Society (2004): A new approach to mathematical and data education, https://royalsociety.org/-/media/policy/projects/maths-futures/mathematical-and-data-education-policy-report.pdf, accessed May 2025Google Scholar
British Academy and Royal Society (2022), Core Maths qualifications are ‘practical and valuable’ to students of all disciplines, say British Academy and Royal Society | Royal Society, accessed May 2025Google Scholar
Department for Education (2025): Level 3 maths Attainment by age 19, https://explore-education-statistics.service.gov.uk/find-statistics/level-2-and-3-attainment-by-young-people-aged-19/2023-24releaseHeadlines-summary, accessed May 2025Google Scholar
Nuffield Foundation (2014): Towards universal participation in post-16 mathematics: lessons from high-performing countries, https://www.nuieldfoundation.org/wp-content/uploads/2013/01/Towards_universal_participation_in_post_16_maths_v_FINAL.pdf, accessed May 2025Google Scholar
Cambridge Assessment (2013): Education, Assessment and Developing a Comprehensive Qualifications Framework, Tim Oates, 130106-tim-oates-paper-education-assessment-and-developing-a-comprehensive-qualifications-framework-.pdf, accessed May 2025Google Scholar
Oak National Academy (2024): Maths resources, https://www.thenational.academy/lp/download-free-maths-resources, accessed May 2025Google Scholar
University of Loughborough (2024): LUMEN Maths resources, https://www.lboro.ac.uk/services/lumen/curriculum/, accessed May 2025Google Scholar
MEI (2022): Curriculum and assessment in mathematics in England at KS4 and KS5, https://mei.org.uk/reports/curriculum-and-assessment-in-mathematics-in-england-at-ks4-and-ks5/, accessed May 2025Google Scholar
B. Russell, (1932) The Modern Midas: In Praise of Idleness and other essays, Routledge (1995)Google Scholar
You have Access