Maths Horizons
@mathshorizons.bsky.social
The Maths Horizons Project is an independent rapid review of maths curriculum and assessment in England: mathshorizons.uk
Thank you again to our brilliant Chair, Professor Lord Tarassenko CBE, to our co-leads Dr Helen Drury and David Monis Weston, and to all of our fantastic Executive Group. Their experience and insight has been truly invaluable.
And this is not the end! More from Maths Horizons will be coming...
And this is not the end! More from Maths Horizons will be coming...
June 1, 2025 at 9:52 AM
Thank you again to our brilliant Chair, Professor Lord Tarassenko CBE, to our co-leads Dr Helen Drury and David Monis Weston, and to all of our fantastic Executive Group. Their experience and insight has been truly invaluable.
And this is not the end! More from Maths Horizons will be coming...
And this is not the end! More from Maths Horizons will be coming...
You can read the full report here: www.mathshorizons.uk/reports
REPORTS | Maths Horizons
Maths Horizons was launched in September 2024 to develop evidence, analysis and recommendations about the future of maths curriculum and assessment in England. As an independent initiative, our work i...
www.mathshorizons.uk
June 1, 2025 at 9:52 AM
You can read the full report here: www.mathshorizons.uk/reports
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.
June 1, 2025 at 9:52 AM
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.
June 1, 2025 at 9:52 AM
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.
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)
(🧵7/7)
May 13, 2025 at 6:45 AM
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)
(🧵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)
(🧵6/7)
May 13, 2025 at 6:45 AM
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)
(🧵6/7)
You can read the executive overview of all of these recommendations here: mathshorizons.uk/reports
(🧵5/7)
(🧵5/7)
REPORTS | Maths Horizons
Maths Horizons was launched in September 2024 to develop evidence, analysis and recommendations about the future of maths curriculum and assessment in England. As an independent initiative, our work i...
mathshorizons.uk
May 13, 2025 at 6:45 AM
You can read the executive overview of all of these recommendations here: mathshorizons.uk/reports
(🧵5/7)
(🧵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)
(🧵4/7)
May 13, 2025 at 6:45 AM
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)
(🧵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)
(🧵3/7)
May 13, 2025 at 6:45 AM
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)
(🧵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)
(🧵2/7)
May 13, 2025 at 6:45 AM
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)
(🧵2/7)
For more analysis, or to contribute your thoughts on why this might eb the case, please visit the Maths Horizons website: www.mathshorizons.uk/post/how-do-...
How do teachers want to interact with the curriculum?
In the Maths Horizons Project so far, we have investigated the content, structure, and sequencing of the maths curriculum. Before sharing our interim report, we also wanted to consider the nature of c...
www.mathshorizons.uk
January 28, 2025 at 3:03 PM
For more analysis, or to contribute your thoughts on why this might eb the case, please visit the Maths Horizons website: www.mathshorizons.uk/post/how-do-...
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.
January 28, 2025 at 3:03 PM
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).
January 28, 2025 at 3:03 PM
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.
January 28, 2025 at 3:03 PM
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.
We wanted to understand whether the maths curriculum meet the needs of higher education institutions and employers, and what the roles of these institutions are in the education process.
January 28, 2025 at 3:03 PM
We wanted to understand whether the maths curriculum meet the needs of higher education institutions and employers, and what the roles of these institutions are in the education process.
For full analysis, or to contribute to our fourth investigation, please visit the Maths Horizons website.
www.mathshorizons.uk/post/maths-e...
www.mathshorizons.uk/post/maths-e...
Maths excellence at the top end of the curriculum
The fourth investigation of the Maths Horizons Project has been focusing on the maths excellence pathway, during A-Levels. Our findings highlight stark inequalities in the perceived potential of stud...
www.mathshorizons.uk
January 20, 2025 at 12:11 PM
For full analysis, or to contribute to our fourth investigation, please visit the Maths Horizons website.
www.mathshorizons.uk/post/maths-e...
www.mathshorizons.uk/post/maths-e...
Once again, there was a difference in the least affluent schools, where only 29% of teachers wanted to expand the availability of Further Maths, and where more teachers were unsure what they would do if they were in charge.
January 20, 2025 at 12:11 PM
Once again, there was a difference in the least affluent schools, where only 29% of teachers wanted to expand the availability of Further Maths, and where more teachers were unsure what they would do if they were in charge.
Two fifths (41%) of secondary teachers would expand its availability to make it possible for students in every school to be able to study it, while just 2% wanted to remove the course completely.
January 20, 2025 at 12:11 PM
Two fifths (41%) of secondary teachers would expand its availability to make it possible for students in every school to be able to study it, while just 2% wanted to remove the course completely.
The availability of the Further Maths A-Level emerged as a really controversial area in our early findings, with some comments suggesting that it should be scrapped if not all schools could offer it, while others suggested that we should do more to offer it universally...
January 20, 2025 at 12:11 PM
The availability of the Further Maths A-Level emerged as a really controversial area in our early findings, with some comments suggesting that it should be scrapped if not all schools could offer it, while others suggested that we should do more to offer it universally...
In the most affluent quartile of schools, only 22% of teachers thought that less than a tenth of their students had potential to pursue a maths-related degree. But in the least affluent quartile schools this rose to 47%.
January 20, 2025 at 12:11 PM
In the most affluent quartile of schools, only 22% of teachers thought that less than a tenth of their students had potential to pursue a maths-related degree. But in the least affluent quartile schools this rose to 47%.