This research contributes to the Royal Society’s Mathematical Futures Programme aim to develop a vision of mathematics education for the future by landscaping mathematics education policy. Landscaping national mathematics education policy.
The research is in two parts, the first developing a chronological map and synthesis of education policy change in recent years, and the second, identifying broad innovations and developments in mathematics education policy internationally through horizon scanning. Horizon scanning of international policy initiatives.
Part one
The study of policy change considers how key developments in education policy in England since the 1980s have influenced mathematics education today. It identifies trends and patterns in policies and in approaches to policy making through:
- a chronological mapping
- an analysis of key policies and trend indicators across a set of policy categories
- case studies of examples within these case studies to exmplify trends and patterns
- engagement with experts
Part two
Part two provides an overview of the landscape of mathematics education policy, based on a horizon scan of policy and innovation in international jurisdictions. It highlights recent developments in mathematical, statistical and computational thinking, and data literacy informed by views of international mathematics education experts.
The project aims to stimulate debate about the future possibilities for mathematics education policy, supporting the shaping of the Mathematical Futures Programme’s vision for mathematics education in the future.
Just before the last line ‘Please visit The Royal Society project website to find out more’ can you add: In September 2023 The Royal Society published reports from evidence gathering in Phases 1 and 2 of the Mathematical Futures Programme, together with a discussion paper and an invitation to take part in a consultation to inform Phase 3.
Please visit The Royal Society project website to find out more.
