The average attainment gap between disadvantaged and advantaged pupils is also wide. Additionally, the gap between the lowest and highest achievers in England is wider than the Organisation for Economic Co-operation and Development ( OECD) average. There is still more that could be done to enhance mathematics education, such as reducing the shortage of specialist mathematics teachers. Setting higher targets for teacher recruitment and creating professional development programmes for teachers Redesigning of GCSE mathematics specifications to increase their rigour and challengeĮstablishing the National Centre for Excellence in the Teaching of Mathematics Revisions to A-level mathematics specifications The interventions that followed this inquiry contributed to positive changes. In 2004, the government carried out an inquiry into post-14 mathematics. ContextĮngland performs well in mathematics compared with other countries and mathematics continues to be the most popular subject to study at A level. Therefore, in addition to shining a light on approaches that could raise the attainment of all pupils still further, a core theme of this review is how we might prevent struggling pupils from falling further behind their peers. This review identifies that, despite English pupils achieving, on average, higher attainment than pupils in many other countries, the attainment gap between low and high achievers in England is wide. We hope that through this work, we will contribute to raising the quality of maths education for all young people. The review draws on a range of sources, including our ‘Education inspection framework: overview of research’ and our 3 phases of curriculum research. Summarised our review of research into factors that can affect quality of education in mathsĬonsidered curriculum progression in maths, pedagogy, assessment and the impact of school leaders’ decisions on provision Outlined the national context in relation to maths Since there are a variety of ways that schools can construct and teach a high-quality maths curriculum, it is important to recognise that there is no singular way of achieving high-quality maths education. The purpose of this research review and the intended audience is outlined more fully in the ‘Principles behind Ofsted’s research reviews and subject reports’. We will then publish a subject report to share what we have learned. We will use this understanding of subject quality to examine how maths is taught in England’s schools from Reception onwards. Its purpose is to identify factors that can contribute to high-quality school maths curriculums, assessment, pedagogy and systems. This review explores the literature relating to the field of maths education. The education inspection framework ( EIF) makes it clear that schools are expected to ensure that the mathematics curriculum ‘helps pupils to gain enjoyment through a growing self-confidence in their ability’. However, despite its importance, for many the subject remains mysterious and difficult, the preserve of those who seem to be ‘naturals’. Attainment in the subject is also the key to opening new doors to further study and employment. It nurtures the development of a logical and methodical mindset, as well helping to inculcate focus and the ability to solve all manner of problems. Beyond the study of numbers, shapes and patterns, it also provides important tools for work in fields such as engineering, physics, architecture, medicine and business. Mathematics, a universal language that enables understanding of the world, is an integral part of the curriculum.
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