Society and communities
Ensuring equal opportunities in UK maths education through the Observatory for Mathematical Education
Chris Brignell introduces the Observatory for Mathematical Education and explains how it is using large-scale research to inform policy and improve outcomes across England’s education system.
Why mathematical education matters
Mathematical education is essential for all citizens—whether they are future mathematicians, individuals who need mathematical skills for employment, or people navigating everyday situations that require numeracy. Yet, there are long-established trends of inequality in mathematics education. For example, female students are less likely to participate in maths education beyond the age of 16 than males.
There is also continual debate about which mathematical topics and skills should be taught, and how they should be assessed. The previous Conservative government, for instance, emphasised mathematical excellence and funded projects focused on helping students achieve top grades. By contrast, the current Labour government has placed more emphasis on early years education and encouraging all pupils to start school from a more equitable position.
Both approaches are valid, but with limited funding available—and with government, charities, schools, teachers, and parents all working within one of the world’s largest education systems—achieving meaningful change is difficult.
The Observatory’s role in transforming maths education
Part of the reason change is difficult is the lack of clear evidence about which policy levers would have the greatest positive effect. This is why the Observatory for Mathematical Education was founded in 2023: to build the evidence base for understanding how the entire mathematical education system works—from primary education to postgraduate study, from national policymakers to individual learners, and across intermediate layers such as families, classrooms, institutions, and institutional networks (e.g., academy trusts or Russell Group universities).
During 2024/25, the Observatory began the largest ever longitudinal research programme in mathematical education in England. To date, responses have been received from 6,000 Reception year pupils (ages 4–5), 27,000 Year 7 pupils (ages 11–12), and 7,000 Year 12 A-level pupils (ages 16–17). These learners will be tracked over the next seven years to examine how their attitudes toward mathematics evolve, and how these attitudes correlate with their teachers’ pedagogy and their parents’ perspectives.
Altogether, 50,000 people across England have contributed data to the project.
Engaging stakeholders to drive systemic reform
However, no matter how rigorous the analysis, data alone won’t bring about positive change unless there is a clear plan for communication and engagement with key stakeholders.
The Observatory has submitted evidence to the government’s Curriculum and Assessment Review, with one of its team members sitting on the mathematics panel. The national Academy for Mathematical Sciences is using Observatory data to produce guidelines that help smooth the transition from school to university mathematics. The Observatory is also reviewing the role of Department for Education (DfE)-funded specialist maths schools, with findings to be shared at the Houses of Parliament in October.
A new approach to early years education, developed by the Observatory, is being rolled out through Early Years Strong Practice Hubs—part of a DfE initiative supporting the training of early years educators. Much of the Observatory’s research will be synthesised and submitted to the Department for Education in September, with a state-of-the-nation review presented to system leaders at the Royal Institution in November.
In the meantime, local MP Lilian Greenwood will visit the School of Mathematical Sciences in October to learn more about the Observatory’s work and the changes being made to undergraduate maths degrees in response to developments in artificial intelligence.
Sustaining momentum for long-term impact
Engaging with policymakers and external organisations is costly. The Observatory team has intentionally de-prioritised academic outputs, such as journal publications, in order to make its evidence publicly available as quickly as possible. However, meetings and communication with system leaders require additional time—time that competes with planning, further analysis, and, ironically, the teaching of our own undergraduate students.
Nevertheless, there is growing confidence that the Observatory for Mathematical Education, supported at its outset by the Institute for Policy and Engagement, could be hugely influential. Although it began with a single generous grant, the Observatory has since received funding from private individuals, education charities, and research funders to expand the original scope of its work.
A trustee of one national charity said, “I see the Observatory as the go-to place for data-driven analysis of mathematics education.” Yet perhaps the most meaningful feedback came from a London primary school: “It’s been a real pleasure to be involved in this initiative. We have never been part of a more organised and well-run project, and we are very much looking forward to continuing our involvement in the research.”
This feedback is encouraging—because there are still at least six years of the project left to run, and many problems yet to solve.
This article is part of a spotlight series developed by the Institute for Policy and Engagement, highlighting how we collaborate with researchers at the University of Nottingham to make research more relevant and accessible to the public.
Chris Brignell
Chris is the Deputy Director of the Observatory for Mathematics Education, and Associate Professor of Statistics in the School of Mathematical Sciences at the University of Nottingham where he is Head of Mathematics Education and Scholarship. His research interests focus on national trends of participation and attainment in mathematics; pedagogical approaches and student engagement in higher education mathematics and statistics teaching.