Pearson Schools Blog

Maths has the power to open a world of new doors and possibilities for students, but it’s also a subject where children and adults alike can lack confidence. This lack of confidence can go on to act as a barrier to engagement and progress in the subject, not to mention shape what careers young people choose to enter, or avoid. 

In late 2020, a flurry of electrifying poems swept in to be judged for Pearson’s poetry competition on the subject of ‘Belonging’. Inspired by Imtiaz Dharker’s whirlwind exploration of confused identity, In Wales, Wanting To Be Italian (PDF, 211KB), and influenced by pieces from Pearson’s GCSE collection Belonging, British students from Years 9, 10 and 11 submitted a broad selection of brilliant verse.

In our recent Plotting Ahead roundtable series, we recognised a need for change. The figures, trends and patterns that have emerged with regards to diversity and inclusion in English (and indeed, education as a whole) have culminated in a collective desire to drive forward improvements.

We also recognised that change cannot happen in isolation. Outside of schools, there is a vast community of allies that are required to work together to enable and enact change. Parents/carers, schools, teacher trainers, publishers, librarians, the DfE, Ofqual and many more, need to work together from both within their organisations and communities, and without, to implement structural and sustained change.

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.

Simon Holden-White, Senior Product Manager in the Primary Maths team at Pearson, reflects on new research into teachers' views on maths education amidst COVID-19 and shares some top tips for primary schools when teaching maths remotely this lockdown and beyond.