Enhancing the quality of mathematics education in Scotland: Children and young people’s views on learning mathematics
Children and young people shared their views about learning mathematics in their settings and schools. They benefit from positive and supportive environments that encourage their learning. Children and young people enjoy learning mathematics through various contexts that capture their interests. Many younger children express enthusiasm for mathematics, often enjoying lessons. However, older children and young people tend to view mathematics less positively. Teachers should work with them to find ways of making mathematics more engaging and enjoyable.
The ethos and climate for learning mathematics
What is currently working well
Children and young people value the positive and encouraging ethos that practitioners and teachers create for learning mathematics. Most tell us that they are comfortable attempting mathematics activities and tasks because they feel well supported through strong, trusting relationships with staff.
All the children and young people we spoke to recognise the importance of learning mathematics and that their families also share this view.
Many younger children show very positive attitudes towards mathematics, engaging with confidence and enthusiasm during their play-based activities, experiences and lessons.
What needs to improve
Teachers should continue developing approaches that help children experience success in mathematics to build their confidence. Some children at the primary stages who are less confident in mathematics reported feeling anxious when taking part in activities which require quick or public responses.
Many children in upper primary school stages and young people in secondary schools would benefit from learning and teaching approaches that inspire them to build or regain enthusiasm for mathematics.
Children and young people’s interest and engagement when learning mathematics
What is currently working well
Children’s curiosity for mathematics is evident in ELC settings, where their enthusiasm and engagement come to life through playful exploration and eager conversations with peers and adults. They are most engaged when given opportunities to explore mathematical concepts in both playrooms and outdoor spaces, through planned and interest-based activities.
Children and young people value real-life numeracy and mathematical experiences that connect their learning to everyday activities, making it meaningful and memorable. In ELC settings and primary and special schools, they shared how much they enjoy applying their skills through activities such as cooking, shopping and budgeting. These experiences help them to understand how mathematics is useful outside of nursery or school. In Gaelic Medium Education, children particularly value working with Gaelic-specific businesses and organisations to develop their mathematics learning.
Children and young people engage more in mathematics when they experience hands-on resources, participate in interactive lessons and collaborate with their peers. In ELC settings and primary and in special schools, they eagerly use physical objects (manipulatives) to support their learning. They enjoy stories, songs and rhymes to explore mathematical concepts in ELC settings, early primary and Gaelic Medium Education classes and in special schools. Young people in secondary school respond well when lessons are more interactive and have collaborative opportunities.
Visual aids, digital technology and working walls play important roles in supporting independent learning and promoting confidence in mathematics. Children and young people feel that it helps having access to worked examples, vocabulary definitions or digital technology when they encounter challenges. Younger children in primary schools find visuals such as number lines and multiplication tables helpful. In secondary schools which offer mathematics through Gaelic Medium Education, a few teachers enhance engagement by adding subject-specific vocabulary in Gaelic to learning walls.
What needs to improve
In ELC settings, many young children would benefit from more varied mathematical learning experiences in outdoor spaces. Introducing more varied activities in these environments could enhance their engagement and understanding.
Teachers should consider improved approaches to sustain engagement in mathematics. Children and young people reported losing interest when explanations are too long or when tasks and activities are either too easy or too difficult. To address this, a balanced approach is needed to keep children and young people engaged and motivated throughout their learning.
Incorporating digital technology and games better into planned learning could further enhance children and young people’s engagement. These tools can offer a more dynamic and interactive way for children and young people to deepen their understanding, provided they are at the right level of challenge to help them progress.
In secondary schools, particularly for young people in S1 to S3, it is essential for teachers make clearer links between the mathematics they are teaching and its relevance to everyday life. Demonstrating how mathematical concepts apply to real-world situations would help young people see the value of their learning and increase their motivation to engage with the subject.
