We want every learner to engage with the power of maths so they can develop the skills and confidence to achieve and progress throughout their lives.
That's why our unique and innovative approaches help to build confidence in maths at every age and stage of learning. We believe every learner can be a confident mathematician.
As part of our mission to advocate the #PowerofMaths, we were proud to be a lead supporter of National Numeracy Day 2020 and celebrate that maths is for everyone. During the virtual festival on 13 May 2020, we joined a Q&A withÌýThe Maths FactorÌýcreator Carol Vorderman on how everyone can unlock their maths factor.
Together with National Numeracy, we've also created a brand-new resource to help adults who support children’s maths learning both at school and at home. Focusing on confidence and mindset, the guide to Boosting Number Confidence is full of fun and practical activities, videos and tips and is designed to help everyone build a positive relationship with numbers.
Our KS3 and GCSE courses help students master maths with confidence with a UK-specific approach that draws upon global best practices and cutting-edge research.ÌýEvery student can be a confident mathematician.
That’s why bothÌýÌýfor KS3ÌýandÌýtheÌýÌýseriesÌýare specifically founded on key principles to nurture students’ confidence in maths so they can believe it too. And if they can believe it, they can persevere, achieve and progress.
– KS4 teacher
– KS4 teacher
– Maths teacher, Hamstead Hall Academy
– Head of Maths
– Year 8 student
– Year 11 student
– Year 11 student
– Head of Maths
This blog explores from a primary maths perspective, some steps with practical tools and approaches to help turn ‘I can’t’ attitudes in maths to ‘I can’.
This blog delves intoÌýsix practical steps and tools to help young people establish a growth mindset and build towards greater mathematical confidence.
From the Guide to Tackling Maths Anxiety, we have developed a quick-read document highlighting some tools to support maths-anxious learners.Ìý
We also ran a session on maths anxiety at our first ever Virtual Maths Festival from 5–16 July 2021.Ìý
We believe that all students should be able to best show what they know and can do in exams – regardless of whether the exam is taken onscreen or on paper.   
That’s why we’re continuously researching and gathering feedback to better understand and inform how we can enhance accessibility and inclusion in exams – including through text styling and formatting.
We believe that exams should be a fair and accurate reflection of students’ performance – regardless of whether an exam is taken onscreen or on paper.
That’s why our research programme not only focuses on comparability of student performance, but also explores if and how marking may compare between paper and digital exams formats.
We believe that all students should be able to best show what they know and can do in exams – regardless of whether those exams are taken onscreen or on paper, and irrespective of each student’s unique background, ability or needs.    
That’s why we’ve been using a range of methods to research how different learners with special educational needs and disabilities (SEND) experience digital assessments. The findings can help us better understand if, where, and how technology can enhance accessibility and inclusion in exams.