Our Power of Maths Stat-Shot series highlights headline insights into different aspects of maths education based on the views of over 2,000 primary teachers and secondary maths teachers who took part in our Teacher Tapp survey in the 2020/21 academic year.
Here’s what teachers told us about digital maths teaching and learning…
Developed by Pearson and the wider Power of Maths community, here are some free expert blogs, resources and links to support you on your digital maths journeys as you navigate COVID-19 and beyond.
We want to share your maths tips and solutions too. If there's anything you're doing in your school that could help others, tag us on Twitter @PearsonSchools with the hashtag #PowerOfMaths and we'll help share this far and wide.
Simon Holden-White, Senior Product Manager in the Primary Maths team at Pearson, reflects on the new research into teacher’s views on maths education amidst COVID-19 and shares some top tips for primary schools when teaching maths remotely this lockdown and beyond.
Pearson Maths Advisers, Mark and Nicola, combine their 28 years of teaching experience to offer 10 tips and considerations for secondary teachers when it comes to teaching maths remotely.
The NRICH Primary Team understand the challenges of teaching maths remotely. In this blog, they share their top tips for primary teachers when it comes to remote maths teaching and learning.
Over a year in the making, the Curriculum & Assessment Review (CAR) has landed, but you may not have had time to digest it yet! What does it tell us about the future state of GCSE Science?
As we welcome in the New Year, we’re looking back at what students, tutors and sector leaders told us about post-16 English and maths - and what this means for the year ahead.
Through Resit Rethink, Let’s Talk English, the Pearson School Report, national forums and our summer roundtable, we heard directly from thousands of students and practitioners across secondary and further education.
Here are 10 things you told us in 2025:
Across the world, students are increasingly curious about immersive technology,1 and advances in AI are making it easier to bring these environments to life in the classroom.2 But does this progress mean it’s time to fast-track virtual reality and similar tools into everyday teaching and learning?
The latest research shows that immersive experiences can enhance learning, but a ‘more immersive’ learning experience doesn’t automatically mean it’s more effective. As we see every day, it’s teachers’ choices of what will work best for their students that make the difference, from selecting well-designed experiences, to using them to support every learning journey.
