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.
Suha Yassin, Diversity, Equity and Inclusion Lead at Pearson, outlines some of the challenges facing schools today when it comes to SEND provision, and offers her thoughts on how these can be overcome.
LONDON, UK – Report reveals primary teachers believe eBooks have a positive impact on children’s reading for pleasure, reading choice, motivation, comprehension and independent reading, yet access to these resources remains out of reach for the majority.
Throughout history, musical instruments have traditionally been designed for performers with a clear assumption in mind: every individual has two hands, ten fingers and equal functionality across those digits. This bias towards non-disabled performers has typically made certain instruments and musical styles inaccessible to musicians who do not satisfy these prescriptive criteria.