Mathematics education

We are interested in supporting research and development projects designed to improve understanding, policy and practice in the teaching and learning of mathematics.

We use the term 'mathematics' in a broad sense, including statistics and the range of quantitative approaches across all subjects and disciplines. 

We are particularly interested in proposals that address one or more of the following themes:

  • How children best acquire the foundations of mathematical and quantitative thinking in the early years and at school, and the implications for curriculum, assessment and pedagogy. Approaches to these 'foundations' might include developmental psychology, neuroscience, parental and social influences; or subject-specific areas such as number sense, spatial awareness, proportion, probability, and concepts of fairness and randomness.
  • The promotion of, and support for, quantitative approaches and skills across all subjects (including mathematics, statistics, sciences, social sciences, the arts and vocational qualifications).
  • How policy and practice – and in particular curriculum, qualifications and pathways – might support increased participation and achievement in mathematics-related learning (in its widest sense) after 16. This includes mathematics learning pre-16 that feeds into post-16 pathways; mathematics-related pathways (including statistics or other quantitative skills) in addition to current A-levels; and the implications of these for different groups of students.
  • How such pathways might better support subsequent studies in further and higher education (particularly for those not continuing to study pure mathematics or physical sciences), and everyday quantitative skills and statistical literacy in the population at large.
  • The use of technology in the teaching, learning and assessment of mathematics, statistics and quantitative skills.
  • Implications of all of the above for the school workforce, at pre-school, primary, secondary and post-16 levels, including recruitment, training and development issues.
  • The gender dimensions of all of the above.