Fewer than half (45%) of secondary teachers think that most (80%) of their pupils can mathematically reason to a reasonable level for their age. Latest research from Maths Horizons suggests that the national curriculum in England is not achieving its purpose and aims. 🧵(1/7) - ThreadSky

mathshorizons.bsky.social • 94 days ago

Fewer than half (45%) of secondary teachers think that most (80%) of their pupils can mathematically reason to a reasonable level for their age.

Latest research from Maths Horizons suggests that the national curriculum in England is not achieving its purpose and aims. 🧵(1/7)

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mathshorizons.bsky.social•94 days ago

The curriculum's purpose statement says that it should "provide a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” (2/7)

mathshorizons.bsky.social•94 days ago

Our research, with @teachertapp.bsky.social, has found that a majority of teachers do not think that more than 80% of their pupils can mathematically reason to the level they should be able to. We do, promisingly, see upward movement in this measure of mathematical reasoning as children age. (4/7)

mathshorizons.bsky.social•94 days ago

When we turn to attitudes towards maths, teachers are observing much higher rates of maths enjoyment and curiosity in children at the start of their journey through school than those coming to the end of primary school, and lower again in children of secondary school age. (4/7)

mathshorizons.bsky.social•94 days ago

Across all age groups, there is consistently low appreciation for the beauty and power of maths. Approximately 5% of teachers at all levels believe that 80% of the children in their maths lessons achieve this to a reasonable standard for their age. (5/7)

mathshorizons.bsky.social•94 days ago

There’s a social justice aspect to this finding, too. Across all statements of intent, teachers of less affluent children and young people were less positive than teachers in more advantaged contexts (measured here by the number of pupils receiving free school meals). (6/7)

mathshorizons.bsky.social•94 days ago

To find out why we think this is, or to suggest your own theories, please visit https://www.mathshorizons.uk/post/teacher-tapp-results-from-investigation-1-a-national-implementation-gap-in-maths and get involved in Investigation 1 of the Maths Horizons Project. (7/7)

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