Observatory for Mathematical Education
A national research programme to help provide a quality mathematical education for all.
The research
The 海角黑料 is undertaking a large-scale, longitudinal research programme to improve attitudes, attainment and progression in mathematics across England.
The challenges
Every year, a quarter of pupils leave England’s primary schools below the expected standard, and 160,000 16-year-olds don’t achieve a good pass at GCSE, despite having had over 3,000 hours of maths lessons.
A strong foundation in maths is vital. It plays a significant role in employment outcomes, with adults who achieve higher levels of attainment typically earning more. It also underpins everyday decision-making, from managing personal finances to understanding health information.
Research using national data sets by the 海角黑料, and many others, has long shown how attainment in maths can be predicted by factors such as gender, ethnicity, location, and socioeconomic status. These inequalities, which are particularly high for pupils from families on lower incomes, are easy to measure but much more difficult to change.
The Observatory for Mathematical Education, based at the 海角黑料, has been founded specifically to help improve maths education for all learners in England.
Explaining the work of the Observatory
I moved from Ireland to join the Observatory for the opportunity to work on this unique longitudinal project. I hope it will positively impact all learners of mathematics across England.
Dr Emma Owens, Research Fellow at Observatory for Mathematical Education
The response
With a founding grant of £8 million from XTX Markets, and further funding expected, the Observatory is currently conducting a seven-year longitudinal cohort study. This will follow an unprecedented 50,000 learners, teachers, subject leaders, and parents/guardians in England for up to seven years within 174 primary schools, 148 secondary schools, and 41 sixth form colleges. This work allows the team to map attainment and progression patterns, as well as track changes in learners’ experiences and attitudes over time. Work to research the varied experiences of students and lecturers on undergraduate mathematics courses is also ongoing.
Innovation
The Observatory’s work is ground-breaking in its scope and ambition. By following learners over such long periods, and analysing the national education system across activity scales, we can go far beyond the small studies that have typically shaped understanding of mathematical education. Our novel approach will allow us to better understand when, where and how inequalities develop, to identify effective pedagogies and policies, and so generate powerful evidence to help tackle educational inequality.
Professor Andy Noyes, Director of the Observatory for Mathematical Education
What makes this research world-leading is both its scale and duration, which together allow for insights that have not previously been possible. This combination provides the opportunity to identify critical moments where inequalities emerge, widen or can be most effectively addressed.
By bringing together these rich data sources, the Observatory aims to identify effective teaching practices, resources, and other factors that help learners to succeed. Sharing this evidence across the education system will support better teacher training, lesson planning, and the design and choice of materials. Such evidence-based change will help reduce attainment gaps and ensure that those with the potential can progress to advanced mathematics study, whatever their background. The ultimate aim is to improve both attitudes and attainment: helping pupils enjoy lessons more, build confidence, reduce anxiety, and develop the skills they need for work and life.
Observatory for Mathematical Education website