The British Academy’s paper entitled ‘Society Counts’ states its position on the problem of the deficit and the need for quantitative methods, as well as the range of initiatives underway to meet this challenge.
View detailThis report looks at what schools here in the UK can learn from the approach taken in high-performing Shanghai.
View detailThe research findings presented in the booklet provide a starting point for developing comprehensive school plans to improve mathematics instruction. They identify 10 practices summarising the research supporting each practice, how this research might be applied in actual classroom practice, and the most important studies that support the practice.
View detailWe cannot know the mathematical needs of the future – today’s first graders will graduate high school facing problems that do not yet exist. Faced with this issue, how do we decide which mathematics to teach? Cuoco, Goldenberg and Mark argue that what is most important are ‘mathematical habits of mind’ – the ways in which mathematicians think about problems.
View detailA key part of the report is that in setting the scene of the fundementals of early grade math and numeracy the authors reference our ‘Essentials of Numeracy for All’ model to provide more detail as to what knowledge and skills numeracy entails.
View detailThe relationship between poverty and educational attainment is not fully understood. How can the educational attainment gap be narrowed? Which interventions have successfully improved educational outcomes and which require more supporting evidence?
View detailThe Skills Pulse survey gives insight into SCC member priorities and the skills and business challenges they are currently facing. The survey shows that one of the biggest issues business leaders face is the ability to attract skilled staff.
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