Alexandra Riley reports on some new research, highlighting five key ways for school leaders to make maths work for both children and teachers.
Lorraine Mackie outlines her findings from the Achieving Early transition project, showing that teachers in early years' settings have a lot of opportunities to open young minds to mathematical thinking. Using play, discovery and mathematical language, small efforts can lead to big rewards.
The new secondary school curriculum demands that KS3 students be capable at “working mathematically”. But what does this entail? In this article, Barbara Miller breaks down the underlying concepts into helpful summaries.
Children as young as six can write off maths as a subject they dislike and just can’t do. Louise Matthews writes about an intervention which is designed to recover the subject for these children.