Consensus is clear, but clarity matters. Everyone agrees that problem solving should sit at the heart of maths education. Despite this consensus, teachers still face a familiar issue: what makes a problem a problem in maths ? Strengthening problem solving shouldn’t be seen as a purely academic endeavour - it’s central to improving attainment, narrowing disadvantage gaps, and preparing young people for a world that demands flexible, critical thinkers. This isn’t an optional s

From the puzzles in school textbooks to the unsolved questions that drive research, ‘problems’ lie at the heart of mathematics. But what exactly makes something a mathematical problem?  Should we retire the term “problem”?  The term has a long and varied history in mathematics education.  In different contexts, it can mean a routine exercise, an open-ended investigation or simply any mathematical task. Sometimes it refers to applying mathematics in real-world contexts; elsewh

Every pupil deserves to leave school able to think mathematically — to reason, make connections, and apply their understanding to a wide range of contexts and problems. Mathematics isn’t just a collection of skills and procedures. It is a coherent system of interrelated structures that explain how ideas connect and build over time. When pupils see those connections clearly, they don’t just remember more, they understand more.  Why structure matters now This matters now more t

The Curriculum and Assessment Review (CAR) marks an important moment for maths education. Reasoning and problem solving are placed firmly at the centre of learning for every student - not as add-ons or stretch tasks for the few, but as essential to what it means to do mathematics well. By giving every learner the chance to think, explore, and make sense of mathematics, the CAR signals a shift towards a curriculum that not only strengthens achievement, but also builds confiden

In the Maths Horizons Project so far, we have investigated the content, structure, and sequencing of the maths curriculum. Before...

The fourth investigation of the Maths Horizons Project has been focusing on the maths excellence pathway, during A-Levels.   Our findings...

As part of our recent investigations, we’ve been exploring Level 2 qualifications in maths. In particular, we’ve been exploring teachers’...

In our first investigation , we were exploring teachers’ views about children and young people’s attitudes and attainment in maths. We...

Today we are launching our fifth and final investigation before we publish our interim findings in the new year. In this investigation...

There is a sizeable gap between primary and secondary teachers’ perceptions of the curriculum, which we have found in three areas, using...

Today we are launching our fourth investigation. This will focus on how to better support students for the maths excellence pathway...

Is the maths national curriculum in England achieving its purpose and aims? Research by Maths Horizons suggests not.

Today we are launching our third detailed investigation as part of Maths Horizons.

Today we are launching our second of five investigations – this one focused on learning maths up to age 14.

Today we are excited to announce the topics of five upcoming investigations we are running over the coming weeks as part of the Maths Horizo

We're excited to announce that the consultation for the Maths Horizons Project is officially underway!

Today we are delighted to have launched the Maths Horizons Project, where we will review what and how maths is taught in primary schools...