Enhancing the quality of mathematics education in Scotland: Main findings and summary messages

This section provides an overview of the key findings from the thematic inspection of mathematics teaching across sectors. While this summary highlights the overarching strengths and areas for improvement, we encourage readers to refer to the sectoral sections for a more in-depth exploration of our findings.

This thematic inspection of learning and teaching in mathematics identified both significant strengths and key areas for improvement. While there are clear examples of good practice, variability in learning and teaching and engagement remains a concern. The findings in this report emphasise the need for more consistent approaches to professional learning, differentiation, and effective teaching strategies to improve outcomes for all children and young people.

What is working well

Across all sectors, the importance of nurturing, positive relationships between staff and learners is highlighted. In the early stages, particularly in ELC settings and primary schools, these relationships foster supportive environments where children feel confident to engage with mathematics. Children benefit from an environment where mistakes are seen as valuable learning opportunities, which enhances their confidence and enthusiasm for mathematics.

Increasingly, practitioners and teachers are engaging in professional learning relating to mathematics. In most sectors, this is resulting in improved learning experiences for children and young people.

In settings and schools where mathematics is connected to real-life contexts, children and young people demonstrate higher engagement. Activities like cooking, budgeting and outdoor problem-solving help children and young people see the relevance of mathematics to their daily lives. This practical application is especially effective in ELC settings, primary and special schools, where learners are given opportunities to explore mathematical concepts through hands-on experiences. Gaelic Medium Education also stands out for its effective integration of cultural and community contexts into learning.

Digital technologies are playing an increasingly important role in children and young people’s engagement in mathematics. Staff in many settings and schools are using digital technologies in creative ways to enhance children and young people’s learning. This includes improving approaches to feedback, independent learning and as assistive technology for children and young people who require additional support.

What needs to improve

While examples of high-quality learning and teaching exist, there is notable inconsistency across settings and schools. Some teachers demonstrate strong subject knowledge and effective pedagogical approaches, but others require additional support to enhance their understanding of mathematical concepts and the most effective ways to teach them.

A significant drop in enthusiasm for mathematics is evident as children progress through the upper stages of primary school and into secondary school. Many report finding the subject repetitive, lacking in challenge and disconnected from real-life applications. Teachers need to employ more engaging, interactive teaching methods, using real-world examples and problem-solving tasks to reinvigorate children and young people’s interest and motivation.

Meeting the diverse needs of children and young people in mathematics remains an area for improvement. Teachers often find it challenging to differentiate effectively, with more able children and young people not consistently receiving enough challenge and those requiring additional support not always having their needs met.

There needs to be an ongoing focus on improving assessment practices, particularly in primary and secondary schools. Too much emphasis is placed on procedural knowledge and factual recall, with less attention given to assessing children and young people’s application of mathematical concepts in new contexts. Feedback is often too general, focusing on effort or scores rather than offering specific guidance on how children and young people can improve.

Challenges to system improvement

Several systemic issues further complicate efforts to improve the quality of mathematics education:

In secondary and Gaelic Medium education, many schools and local authorities are facing a shortage of specialised mathematics teachers. This shortage coupled with the reliance on temporary staff has impacted on the consistency of learning and teaching. Ensuring that children and young people are taught by qualified and confident mathematics teachers is critical to improving educational outcomes.

Access to high-quality, subject-specific professional learning opportunities varies across schools and local authorities, leading to inconsistent support and professional development. As a result, this limits some teachers’ ability to improve their practice, which may impact the quality of learning and teaching.

Ensuring that the needs of all children and young people, including those with a wide range of support needs, are met is central to the work of settings and schools. However, practitioners and teachers have reported concerns about the level of support available to help them address the increasing number of children and young people with recorded additional support needs. This is creating a strain on their ability to meet the diverse needs of all learners effectively, making it increasingly difficult to ensure every child and young person receives the necessary support to progress their learning.