We believe that problem solving is for everyone and not just a stretch activity for the highest attainers. Problem solving is fundamental to thinking mathematically and provides pupils with opportunities to reason about and connect ideas. It equips them for problem solving in employment and everyday life. Everyone has the right to be given the chance to benefit from the value that problem solving offers. But what does it mean for problem solving to be accessible to all? It d

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

Problem solving is fundamental to thinking mathematically and making sense of mathematics. It equips us to use mathematics in employment and everyday life. Therefore, everyone should have the opportunity to engage in problem solving. But problem-solving experience alone is not enough. To benefit from the value problem solving offers, all pupils need to experience genuine success. What, then, does it mean to say that everyone can achieve? And how should we respond to evide

Teachers regularly highlight the difference between a pupil's mathematical ability and their ability to successfully read and comprehend a written problem. There is a distinction between being numerate, literate and mathematically literate. Mathematical problems use a variety of language, including everyday language used to establish the context and domain-specific mathematical vocabulary. It is not enough that a pupil can complete an arithmetic procedure, they need to unders

The current maths national curriculum aims to ensure that all pupils can reason mathematically and solve problems. Despite these core objectives, the programmes of study are dominated by detailed lists of knowledge-based procedures that pupils should be able to do, such as draw and measure line segments or substitute numerical values into formulae. These lists can influence how maths is experienced in the classroom, leaving problem solving until last. This means that only tho

Maths Horizons has identified four areas of change that we believe will support the goal of a richer maths curriculum with problem solving at its heart. Suggested changes Curriculum 1 Rebalance content from upper primary to lower secondary, allowing more time for knowledge to be secure and flexible, including opportunities for problem solving and reasoning for all students 2 Greater specificity and coherence within the programme of study about the mathematical meaning a

Maths Horizons has identified four areas of change that we believe will support the goal of a richer maths curriculum with problem solving at its heart. Suggested changes Curriculum 1 Rebalance content from upper primary to lower secondary, allowing more time for knowledge to be secure and flexible, including opportunities for problem solving and reasoning for all students 2 Greater specificity and coherence within the programme of study about the mathematical meaning

At Maths Horizons, we have developed a framework for how the curriculum can better support richer mathematical thinking. Central to this is a more precise understanding of the different types of problems pupils should encounter, and the principle that pupils – regardless of prior attainment – can engage meaningfully in problem solving. We are pleased to share the next step in this work: a set of pilot resources designed to bring this framework into the classroom. Initial m

Last week I gave evidence to the House of Lords Numeracy for Life Committee on behalf of Maths Horizons. The Committee is examining how numeracy can be strengthened across the population. It is an important conversation – and one that often generates strong claims about the state of maths education in England. At the House of Lords One of the key points I wanted to make to the Committee is that the starting point for this discussion should be that England’s maths education sy

Maths Horizons has identified four areas of change that we believe will support the goal of a richer maths curriculum with problem solving at its heart. Suggested changes Curriculum 1 Rebalance content from upper primary to lower secondary, allowing more time for knowledge to be secure and flexible, including opportunities for problem solving and reasoning for all students 2 Greater specificity and coherence within the programme of study about the mathematical meaning

Maths Horizons has identified four areas of change that we believe will support the goal of a richer maths curriculum with problem solving at its heart. Suggested changes Curriculum 1 Rebalance content from upper primary to lower secondary, allowing more time for knowledge to be secure and flexible, including opportunities for problem solving and reasoning for all students 2 Greater specificity and coherence within the programme of study about the mathematical meaning

Overview Maths Horizons’ vision is for England to be one of the world's highest-performing countries in maths. We believe almost all pupils can achieve a standard pass in GCSE Maths, and that around a third of pupils should achieve at least a Grade 7 and progress to advanced mathematical study. Beyond examination outcomes, all young people should leave maths education better equipped to reason, problem solve and use maths confidently in a wide range of contexts. We believe th

Over the past decade, teachers have repeatedly told us that problem solving and reasoning feel harder to prioritise in primary mathematics than they once were. The curriculum still calls for them. Teachers still value them. Pupils still need them. So what changed? One of the biggest, and often overlooked, influences is the shift in the structure of the end-of-Key Stage 2 SATs. How the balance shifted Before 2016, the assessment landscape looked very different: Pre-2016 Mental

The hugely anticipated Curriculum and Assessment Review (CAR) feels like a turning point for secondary maths education. By placing proportional reasoning at the heart of KS3, it offers a real chance to tackle one of the biggest barriers to success. Why proportional reasoning matters Let’s start by clarifying what we mean by proportional reasoning. It isn’t just a set of tricks for working out ratios or percentages; it’s about understanding multiplicative relationships to mak

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’...