The IMA welcomes the publication of the inaugural Review of Mathematical Education (RoME 2025) from the Observatory for Mathematical Education, whose aim is to support the improvement of mathematical education in England. This comprehensive review introduces the longitudinal research carried out by the Observatory in 2024-25, presenting high-level findings from surveys of large cohorts of learners in England in Reception, Year 7 and Year 12 classes and across the transition to university as well as linked data from teachers, curriculum leaders and parents. This wealth of data enables the Review team to examine mathematics education in England deeply and broadly, drawing out conclusions from the data that can help inform how we can better support the mathematical education of young people.
A number of areas within the report may be of interest to IMA members, including how learners’ attitudes to mathematics change depending on educational stage (and are generally much more positive than the media might have us believe), how mathematics is typically taught at different levels, how learners experience the transition from school to university mathematics and what the barriers may be to larger numbers of A level mathematicians coming into mathematics degrees.
Professor Catherine Hobbs, IMA Honorary Secretary (Education) said, “A good mathematical education for our young people is crucial to our future, and having awareness of where we are currently is key to understanding what interventions may make a difference to young people’s experience of mathematics. I welcome this informative Review as the starting point for conversations about how we can give young people in England the best mathematical start.”
