The Royal Society calls for a radical reform of maths education

The Royal Society has today published its recommendations for a radical reform of maths education from early years and throughout compulsory education, to address the growing need for data skills in the workplace and in everyday life.

The report, a culmination of the Mathematical Futures programme, sets out a radically new approach to mathematical education – called ‘mathematical and data education’. It outlines how a reformed mathematical education system will equip citizens with the capabilities, skills, adaptability, and resilience they need to thrive in a world where mathematics and data play increasingly important roles in everyone’s lives.

The new approach will involve a fusion of mathematics, statistics and data science, underpinned by digital technologies. It also extends beyond the maths classroom to address the growing need for data and statistics skills across other subjects, from physical education to history and design subjects.

The report proposes a greater focus on using and applying mathematical concepts and digital tools to solve real-world quantitative problems – from making sense of finances, to understanding statistics in the media and recognising misinformation.

Mathematical and data skills, as described in the report, will be needed now and in the future to help solve some of the biggest public policy issues of our age, from tackling the climate and biosphere crises to transformative innovation in public service efficiencies, particularly in healthcare. The report argues that these skills will underpin society’s ability to tackle persistent inequalities and will be vital for national economic renewal.

Sir Adrian Smith, President of the Royal Society, said: “The current mathematical education system serves some well, but it fails too many. Around half of adults in the UK are no better with numbers than a child leaving primary school. We know that numeracy problems are particularly acute in the UK’s poorest places, which has knock-on negative impacts on health, social wellbeing and an individual’s economic prosperity.

“Providing all young people with access to mathematical and data skills is crucial if the Government is to achieve its mission of breaking down the barriers to opportunity. The curriculum review must therefore be bold in its ambition. If we get reform right now, it will stand the test of time.”

The Royal Society is calling on government to sponsor an independent task force to plan for and implement long term system changes in mathematical and data education to be set up by early 2025.

This is a long-term agenda, and would likely take 10-15 years to implement fully, but there are current opportunities with the Government’s independent curriculum and assessment review to make a start.

Recommendations include:

• A curriculum that integrates appropriate data, statistics, and digital technologies coherently with mathematics. The Core Maths qualification is a ready-made starting point for this and should be rolled out across schools and colleges at the earliest opportunity
• Wider use of digital technologies in the classroom, including calculators, spreadsheets, apps and AI tools, which are increasingly used in higher education and the workplace
• Assessment methods that identify and communicate what students know and can do with their learning; and reflect how maths and data skills are used in practice
• Government to prioritise funding to support a major programme of professional development, including initial teacher training, early career training and continuous professional development to support the implementation of maths and data education

Sir Adrian Smith, President of the Royal Society, added: “We don’t need every pupil studying maths to go on to be a mathematician. But we do need an education system that better serves young people in whatever pathway they choose, that prepares them for the good, well-paid jobs of the future, and that empowers them as citizens to play active roles in wider society.

“While reforming the education system is challenging, it is necessary and politicians who fail to grasp the nettle are failing our young people.”

Sir Martin Taylor, Chair of the Royal Society’s Advisory Committee on Mathematics Education (RS ACME) and a member of the Royal Society’s Education Committee, said: “The world today is increasingly driven by data, and our education system must adapt. Just like the ability to read and write, understanding and using maths and data are essential, foundational skills that every individual needs in their toolkit to thrive in a fast-changing, data-rich world.

“While reforming education will take time, action to effect these changes should begin immediately and the curriculum review would be an excellent place to start. Core Maths is a tried and tested qualification that provides vital real-world skills. The Government must expand the provision of Core Maths as a matter of priority to move us towards our long-term vision of mathematical and data education for all.”

Read the full report, A new approach to mathematical and data education.