HOW ARE WE DOING IT?

We challenge negative attitudes, put research into practice
by supporting projects that deliver direct benefit to
learners and work with others to scale up effective
approaches for those who need most support
with numeracy and maths…

How are we doing it

Here is how, with your help, we are trying to make a difference:

1. Challenge prevailing negative attitudes and highlight the importance of numeracy

Being numerate is vitally important for everyone and research show us that for almost everyone there is no genetic barrier to learning maths; it is within our collective control to change the biggest factor – attitudes.

We have recently measured public attitudes to maths and numeracy to provide a baseline. We are starting on a long journey, working with partners to improve attitudes and highlight the importance of numeracy through our campaigning and lobbying work.

2. Research effective approaches to improving numeracy

Far too many learners ‘hate’ or ‘hated’ classroom maths - and many mathematicians can sympathise with this because often ‘classroom maths’ bears little resemblance to numeracy requirements in the real world or to the maths that mathematicians, physicists, engineers or computer programmers use every day. There is a growing body of evidence around effective approaches, which we will continue to summarise and collate in our Resources pages

3. Putting the research into practice through our projects

We are conscious that in the past there have been reports and research but little action – through Our Projects we are looking to create a direct benefit for learners by putting research into action.

We have three initial National Numeracy-led projects, working across the age spectrum, and we will be looking to scale up effective approaches that we, or others, have developed.

4. Supporting teachers / tutors, parents / carers and learners

There is a mathematical journey from basic number understanding to functional numeracy. Our teachers, learners and parents pages will be developed to support you or those you work with along this journey, providing higher level guidance and pointing you to relevant resources and organisations.

Very poor numeracy poses the biggest problem. So while we recognise the related need to increase the supply of people with highly developed mathematical skills – the future scientists, engineers, teachers and technologists - we are focusing on those with the lowest levels of numeracy, and believe that the returns will be the greatest in helping them to improve.

You may be interested in this…

What the research says

What the research says

Some of the headlines from recent research into numeracy

Our projects research into practice

Our projects - Research into practice

Information about our first project and potential future projects

Share this on: