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.
We believe that exams should be a fair and accurate reflection of students’ performance – regardless of whether an exam is taken onscreen or on paper.
That’s why our research programme not only focuses on comparability of student performance, but also explores if and how marking may compare between paper and digital exams formats.
We believe that all students should be able to best show what they know and can do in exams – regardless of whether those exams are taken onscreen or on paper, and irrespective of each student’s unique background, ability or needs.
That’s why we’ve been using a range of methods to research how different learners with special educational needs and disabilities (SEND) experience digital assessments. The findings can help us better understand if, where, and how technology can enhance accessibility and inclusion in exams.
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Generative AI is here to stay in the education sector. Pete Dring, Head of Computing at Fulford School, discusses the opportunities and pitfalls that school leaders should be mindful of as the new age of edtech dawns.
