Enhancing the quality of mathematics education in Scotland

Foreword

Mathematics is one of the most important subjects in a curriculum. Along with reading, mathematics is the bedrock of a well-rounded education and a vital tool for the future of Scotland’s young people.

As a teacher, as an inspector and as the Chief Inspector of Education in Scotland, I have seen first-hand how transformative mathematics is in shaping young minds.

It is easy to forget how powerful mathematics can be. Learning mathematics well equips us to solve problems, of course. Mathematics helps us to develop critical skills that are essential for lifelong learning: from analytical thinking and problem-solving, to precision, logic and resilience, to creative thinking.

Learning mathematics expands our minds, gives our brains new ways of thinking and introduces us to different approaches to problem-solving. Even more valuable than these is the fact that it builds our confidence across a range of disciplines. It also gives us the mental framework to learn to lead, to innovate, and to succeed in the rapidly changing world in which we live.

These are essential skills that we need to develop in Scotland’s adults of the future, so that they can face the challenges – and opportunities – of tomorrow, whether in science, technology or engineering or in the arts, or in everyday life.

There have been a few indicators over the last two years that show that mathematics and numeracy attainment in Scotland is not thriving. Mathematics teaching and learning across the country are not reaping the rewards of success overall currently. This is a concern.

At the end of 2023, the Cabinet Secretary for Education and Skills announced a new Curriculum Improvement Cycle, starting with a review and update of the numeracy/mathematics curriculum followed by a review and update of the literacy/English curriculum. This Curriculum Improvement Cycle is not a one-off event but will form a continuous cycle of improvement as recommended by the Organisation for Economic Co-operation and Development.

HM Inspectors of Education will contribute to the systematic cycle of curriculum review to ensure that the curriculum remains relevant and forward-looking, that it clarifies the role of knowledge and ultimately that it supports high-quality teaching, learning and progression.

As one of the first areas for the Curriculum Improvement Cycle, the Cabinet Secretary for Education and Skills therefore asked me and my inspectors to carry out a national thematic inspection of learning and teaching in mathematics across schools and settings. I am delighted to present this report on our findings. It is a report for all parts of the Scottish education system and for all those interested in how we can work as a system to improve children and young people’s experiences and outcomes in mathematics.

I was extremely pleased to read about the way practitioners and teachers are developing environments that support children and young people to learn mathematics and develop confidence in and enthusiasm for the subject.

What came through very strongly from the children and young people we spoke to on these inspections was how important real-life contexts of mathematics, interactive and collaborative learning are when they feature strongly in lessons. In addition, digital technologies, which of course lend themselves to mathematics teaching, are being used increasingly in classrooms and in turn are increasing learners’ engagement and confidence in mathematics. Teaching and learning is also far more effective when learners are able to use both digital and physical resources.

Equally important is the emphasis on progression and challenge. For children and young people to achieve strong outcomes, they need to be engaged in learning that is appropriately challenging, relevant to their lives, and responsive to their individual needs. This is particularly true for learners in Gaelic Medium or in special schools, where the provision of high-quality, immersive, and contextualised learning is vital. Mathematics learning and teaching in Gaelic Medium is of very high quality and with highly effective use of community and cultural contexts.

However, we identified some worrying themes and gaps across mathematics education in Scotland. Learners’ engagement with mathematics falls away considerably as they move through their education, especially at secondary stages. Young people told us that they find S1 to S3 repetitive and unchallenging but then S4 to S6 is harder than their other subjects at that level. Both of these things can cause them to disengage. For instance, we saw limited opportunities for independent learning in some schools. This means that learners are missing opportunities to improve their progression and resilience for mathematics.

We also saw some schools where insufficient focus on the most effective pedagogical approaches that improve engagement and learning has led to children and young people disengaging from their learning. While many teachers have good subject knowledge and pedagogical understanding, many others might have good subject knowledge but are not confident in knowing how to teach mathematics. And others require more support to improve their understanding of mathematical concepts.

At local authority and at a national level, we have identified a need for consistent and high-quality professional learning, and for teachers and practitioners to engage more in impactful and relevant professional learning. We cannot ignore the challenges all schools – but particularly secondary schools – are facing with staffing shortages, teacher retention and teacher expertise in mathematics. We need to make sure that we are giving teachers the best opportunities, support and professional learning in order that they can meet the diverse needs of the pupil population.

As an education system, we must reflect on the findings in this report and on other external reviews and reports. To address these issues in a strategic, holistic way, we as a system must work together. Our children and young people need us all – from settings and schools to local authorities to national bodies to Scottish Government – to work together. We must collectively reflect on the findings and recommendations in this report and plan for improvement.

As an Inspectorate we must play our part. We will continue to shine a light on mathematics and numeracy to work with schools and settings to help to improve mathematics learning and teaching. We will work with other stakeholders, including Scottish Government, to raise awareness of our findings and help identify where strategic improvements can be made. And as this report is the first initiative in the new Curriculum Improvement Cycle, we will ensure that our findings directly inform that cycle.

I look forward to discussing this report’s findings and recommendations with schools, settings, local authorities and Scottish Government, to improve outcomes for Scotland’s’ children and young people.

Mathematics is an exciting subject and one that holds the key to so many other avenues. We must work together to ensure that mathematics remains relevant, engaging, and challenging for all children and young people. By ensuring that our young people are confident and competent in mathematics, we are investing in the future of Scotland – equipping the next generation with the skills they need to build a brighter, more innovative, and prosperous future for all.

Janie McManus
His Majesty's Chief Inspector of Education