Today, Maths Horizons publishes our full report about the future of maths curriculum and assessment in England, and features in the Sunday Times here!

The PM’s AI announcement is a reminder: AI is built on maths - data, algorithms, analytical thinking. Yet too few continue maths after 16. I wrote about the @mathshorizons report’s call for a 16–19 maths entitlement 👇 🔗 https://t.co/dNn6KONunQ #MathsEducation #AI

A huge thank you to our brilliant Chair, Professor Lord Tarassenko CBE, to our co-leads Dr Helen Drury and David Monis Weston, and to our fantastic Executive Group. Their experience and insight has been invaluable. And this is not the end! More Maths Horizons follows....

You can read the full report here:

We shared our 7 recommendations in the House of Lords in May, and we are delighted to be able to share the full report today.

Since September 2024, we have heard from hundreds of experts through interviews and consultation feedback, as well as roundtable discussions and school visits, as well as conducting large-scale polling through Public First.

🧮' We need to rebalance expectations across key stages, so teachers aren’t forced to reteach what wasn’t properly learned the first time' @mathshorizons leads - @informed_edu and DrHelenDrury https://t.co/M5TAxaASY3

They are supported by an Executive Group of advisors, including teachers, leaders and experts from primary, secondary and further education, as well as academia and industry. We are immensely grateful to all involved for their contributions to the project. (🧵7/7)

Maths Horizons is co-led by Dr Helen Drury and David Monis-Weston from Purposeful Ventures, and chaired by Professor Lord Lionel Tarassenko from Reuben College, Oxford University. (🧵6/7)

You can read the executive overview of all of these recommendations here: https://t.co/syMtaydaB8 (🧵5/7)

Today’s report, titled ‘How England should reform maths education for the age of AI’, offers a blueprint to reform maths curriculum and assessment, which would support the aspiration for England to become one the top-performing countries in the world for maths. (🧵4/7)

Maths Horizons is an independent review of maths curriculum and assessment in England . It seeks to provide evidence and analysis, to support the Government’s own Curriculum and Assessment Review, and the wider debate about the future of education and the economy. (🧵3/7)

Maths Horizons’ vision is to raise standards in maths at every level, from ensuring that students leave education with secure fundamental knowledge, to an ambitious increase in advanced mathematical study. We have visualised these levels here... (🧵2/7)

Today, Maths Horizons is delighted to be publishing our report about the future of maths curriculum and assessment in England. Our launch event at the House of Lords later today will present the following seven recommendations: (🧵1/7)

The goal of the @mathshorizons project is to inform actionable recommendations for improving maths education in England. Our interim report is out: https://t.co/sVIFfO8NkV Please read our findings so far, & consider how to get involved in the second phase. RTs very welcome.

We are delighted to have published our Interim Report for the Maths Horizons Project today: https://t.co/qAZL2me2zN This reflects on some of what we have learned so far through an extensive range of contributors. We would love to hear your thoughts on the findings!

For more analysis, or to contribute your thoughts on why this might eb the case, please visit the Maths Horizons website:

It had been suggested to us that teachers straight out of qualifying might prefer the structure and support of a relatively rigid curriculum, then start to favour a more malleable framework as they grow in experience. But our findings didn’t support this.

We also asked about the level of detail in the frameworks and resources. When it comes to receiving this information on what to teach, “guided flexibility” was the preferred approach by nearly half of primary and secondary teachers (49% and 48% respectively).

Most teachers across were opposed to a granular level of central control being exercised over topics they teach. Among both phases of education, there was a pretty even split over whether it was best to specify topics to be taught on a termly, annual or key stage-level basis.