Built upon the foundation of support every step of the way, the maths team at Pearson is dedicated to helping our young mathematicians and learners reach their goals and full potential.
Find out about the range of support resources that you will need for every age and stage of learning, from course planning and training events to exam guidance and subject advisor support.
We have created an exclusive page to showcase the range of valuable resources that are available beyond Pearson. Explore some useful learning and teaching resources, as well as just-for-fun activities and more.
Whether you're a student, parent or teacher, we have all the information you need on our qualifications and the support we offer you.
Continuing our focus this month on all aspects of sustainability, from menu evaluations to energy-saving initiatives, Clare Cox, Sustainability Lead at Pearson, shares with Education Today some of the steps schools are taking to become more sustainable, and collates key tips and advice from leading voices across the sector.
Featuring this month in Education Today is Becki Huth, the Sustainability and Forest School Lead at Cutteslowe Primary School, which is part of the Riverside Learning Trust in Oxford. She tells us about the wide-ranging sustainability initiatives that have been implemented at her school and the surprising impact they have had on both the pupils and the school community.
Q: What are some of the underlying causes or factors that contribute to maths anxiety in students in your opinion?
For teachers, a key part of our roles is sharing our love for our subject and inspiring the new generation, yet we’re faced with many students struggling with maths anxiety. Although causes vary from student to student, there do seem to be some common trends.
Key considerations include attitudes towards maths at home, in the classroom and on social media. For example, how do their teachers and families respond to making mistakes in maths? It’s also important to consider the mathematical experiences of students at home and in the classroom; is the focus on numbers and recall or exploration and discovery?