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.
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.
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 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.
Please visit The Royal Society project website to find out more.