Abstract

Over the past 30 years there have been concerted reform initiatives directed at raising attainment in school mathematics, including the National Curriculum, National Testing and a rigorous school accountability and inspection regime. During the period, national examination results at age 16 have shown steady and substantial rises. Recent findings from the Increasing Student Competence and Confidence in Algebra and Multiplicative Structures (ICCAMS) study suggest that attainment has changed relatively little since the 1970s.

Drawing on the ICCAMS survey together with several studies that compare mathematics education in England to other educational systems internationally, Professor Jeremy Hodgen (King’s College, London) will reflect on the state of mathematics education in England.

Organised by Cambridge Assessment Network, the event is free to attend and is open to all members of the public. Read more about the talk and register to attend.