Understanding How We Can Raise Attainment in Mathematics
Laura Outhwaite () and
Jo van Herwegen ()
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Laura Outhwaite: UCL Centre for Education Policy and Equalising Opportunities, University College London
Jo van Herwegen: UCL Centre for Education Policy and Equalising Opportunities, University College London
No 15, CEPEO Briefing Note Series from UCL Centre for Education Policy and Equalising Opportunities
Estimates suggest that children's maths attainment has been significantly impacted by the disruptions caused by Covid-19, much more so than reading (DfE, 2022). This reflects trends seen in data prior to the pandemic, where a maths- reading attainment gap emerges in the first years of school, with reading skills significantly exceeding those of mathematics (Outhwaite et al., 2022). As part of the recently released Schools White Paper "Opportunity for All", the UK government are aiming for "90% of primary school children to achieve the expected standard in reading, writing, and maths for Key Stage 2 by 2030" (DfE, 2022). To achieve this goal, the UK government have proposed increased continued professional development for teachers and increased parental involvement. In response, this briefing note summarises the empirical evidence specific to these proposals and some of the challenges relating to raising standards in maths attainment at primary school. This includes understanding and supporting, 1) dyscalculia and mathematical learning difficulties, and 2) the home mathe- matics environment.
Keywords: mathematics; pupil attainment; intervention; dyscalculia (search for similar items in EconPapers)
Pages: 5 pages
Date: 2022-06, Revised 2022-06
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