The reports collected are listed below (roughly in date order). The criteria for their choice are described here.

*A number of these documents have been summarised by the Document Summary Service at the University of Bristol.*

**2011**

Department for Education. (2011). Maths and science education : the supply of high achievers at A level. London.

Ofsted. (2011). Good practice in primary mathematics. Manchester: Ofsted. *(Summary – Good practice in primary mathematics – summary 18)
*Royal_Society. (2011). Preparing for the transfer from school and college science and mathematics education to UK STEM higher education. London.

Burghes, D. (2011). International comparative study in mathematics teacher training. London.

ACME. (2011). Primary arithmetic. London.

ACME. (2011). Mathematical Needs Mathematics in the workplace and in Higher Education. London.

ACME. (2011). Mathematical Needs of Learners. London.

Noyes, A., Drake, P., Wake, G., & Murphy, R. (2011). Evaluating Mathematics Pathways Final Report. London.

Morgan, B. (2011). Mind the Gap: Mathematics and the transition from A-levels to physics and engineering degrees. London.

Vorderman, C., Porkess, R., Budd, C., Dunne, R., & Rahman-hart, P. (2011). A world-class mathematics education for all our young people. London.

Clark-Wilson, A., Oldknow, A., & Sutherland, R. (2011). Digital technologies and mathematics education: A report from a working group of the Joint Mathematical Council of the United Kingdom.London.

Ofsted. (2011). Tackling the challenge of low numeracy skills in young people and adults. Manchester.

Finegold, P. (2011). Good Timing. London.

*(Summary STEMcareers – summary 30)*

Straw, S., Hart, R., & Harland, J. (2011). An evaluation of the impact of STEMNET’s services on pupils and teachers. Slough.

All Party Parliamentary Group on Financial Education. (2011). Financial Education & the Curriculum. London.

*(Summary – financial education – summary 33)*

**2012**

Porkess, R. (2012). The Future of Statistics. London.* (Summary – Statistics in our schools and colleges – summary 41)*.

Southwood, S., & Dixon, L. (2012). The Vital Ingredients: Adults learning maths. Leicester.

Norris, E. (2012). Solving the maths problem: international perspectives on mathematics education. London.* (Summary – RSA Solving the maths problem – summary 31)
*Department for Education. (2012). Review of the National Curriculum in England What can we learn from the English , mathematics and science curricula of high- performing jurisdictions ? London.

National Numeracy for everyone for life. (2012). National Numeracy for everyone, for life: Facts and figures. Lewes

AlphaPlus Constulancy, 1. (2012). The independent evaluation of the pilot of the linked pair of GCSEs in mathematics ( MLP ): Second Interim Report. London.

*(Summary)*

Nuffield Foundation, 1. (2012). Mathematics in A level assessments. London.

Score. (2012). Mathematics within A-level science 2010 examinations . London

Ofsted. (2012). Mathematics : made to measure. Manchester.

*(Summary maths – 64*

Harris, J. (2012). Rational Numbers. London.

*(Summary: maths to 18 – summary 07)*

Archer, L., Osborne, J., & DeWitt, J. (2012). The Case for Early Education about STEM careers. London.

ACME. (2012). Increasing provision and participation in post-16 mathematics. London.

Select Committee on Science and Technology, 1. (2012). Higher Education in Science, Technology, Engineering and Mathematics ( STEM ) subjects. London.

ACME. (2012). ACME’s response to the draft Primary National Curriculum for Mathematics published on 11 June 2012 . London.

British Academy. (2012). Society Counts: Quantitative Skills in the Social Sciences (A Position Paper). London.

*(Summary: Society Counts Summary*

National Numeracy for everyone for life. (2012). The National Numeracy Challenge. Lewes.

ACME. (2012). Raising the bar : developing able young mathematicians . London.

Burghes, D. (2012). Primary Problems: A First Curriculum for Mathematics. London.

Sturman, L., Burge, B., Cook, R., & Weaving, H. (2012). TIMSS 2011 : mathematics and science achievement in England. Slough.

**2013**

Hodgen, J., Marks, R., & Pepper, D. (2013). Towards universal participation in post-16 mathematics : lessons from high-performing countries. London.

Jerrim, J., & Choi, A. (2013). The mathematics skills of school children : How does England compare to the high performing East Asian jurisdictions? London.

Smithers, A. (2013). Confusion in the ranks: how good are England’s schools? London.

NFER. (2013). NFER Thinks: Improving young people’s engagement with science, technology, engineering and mathematics (STEM). Slough. (S*ummary Doc 91 – Improving Young People’s Engagement with Science, Technology, Engineering and Mathematics)
*Parliamentary Office of Science and Technology. (2013).

*STEM education for 14-19 year olds*. London.

ACME. (2013). ACME’s response to the consultation on the draft programmes of study for the National Curriculum. London.

ACME. (2013). A level reform: Position statement. London.

Gillie, C. (2013). Financial education in schools. London.

Walker, M., Straw, S., Sainsbury, M., & Clarke, C. (2013). Evaluation of the Mathematics Specialist Teacher (MaST) programme Research report. London.

Hodgen, J., & Marks, R. (2013). The Employment Equation: Why our young people need more maths for today’s jobs. London.

Science Learning Centre. (2013). The future of STEM education. York.

Whitehouse, G., & Burdett, N. (2013). NfER Thinks: Why mathematics education needs whole‑system, not piecemeal, reform. Slough.

Browne, R., Koening, J., MacKay, N., Sheldon, N., Silcott, N., & Wake, G. (2013). Report from the expert panel on core mathematics. London.

Department for Education. (2013). Introduction of 16 to 18 core maths qualifications: Policy Statement. London.

Churches, R., & Allan, F. (2013). Raising maths attainment through enhanced pedagogy and communication Results from a ‘ teacher-level ’ randomised controlled trial. Reading.

**2014**

Rutt, S., Easton, C., & Stacey, O. (2014). Catch Up ® Numeracy: Evaluation Report and Executive Summary. London. *(Summary)
*Hamer, J., Smith, J., & Grant, A. (2014). Linked pair of GCSEs in mathematics (MLP) evaluation : Final report Research Report. London.

*(Summary)*

Hodgen, J., Mcalinden, M., & Tomei, A. (2014). Mathematical transitions : a report on the mathematical and statistical needs of students undertaking undergraduate studies in various disciplines. York.

BG Group. (2014). STEM Education Learning Report. Slough.

Medhat, S., Thomson, A., Peers, S., Crates, E., & Webster, M. (2014). Inventing the future: Transforming STEM economies. London.

Straw, S. (2014). Consultation on Science, Technology, Engineering and Mathematics (STEM) for the Education and Training Foundation: Final Report. Slough.

Hillman, J. (2014). Mathematics after 16 : the state of play, challenges and ways ahead. London.

Royal Society. (2014). Vision for science and mathematics education. London.

National Numeracy. (2014). Manifesto for a numerate UK: Summary of proposals. Lewes.

Oates, T. (2014). Why textbooks count. Cambridge, UK.

Education & Training Foundation. (2014). Effective Practices in Post-16 Vocational Maths Final Report. London.

**2015**

Robey, C., & Jones, E. (2015). Engaging Learners in GCSE Maths and English. Leicester.

Sallis, E. (2015). Making maths and English work for all. London.

Jerrim, J., & Vignoles, A. (2015). The causal effect of East Asian “ mastery ” teaching

methods on English children’s mathematics skills. London.

Mansell, W. (2015). Count us in: Quantitative skills for a new generation. London.

Burge, B., & Sizmur, J. (2015). *PISA in Practice : Tackling Low Performance in Maths Additional Analysis of PISA 2012 in England*. Slough.

2016

ACME. (2016). Professional learning for all teachers of mathematics: Principles for teachers; senior leaders and those who commission and provide professional learning. London, UK.

ACME. (2016). Problem solving in mathematics : realising the vision through better assessment. London, UK.

ACME. (2016). Advisory Committee on Mathematics Education (ACME) submission to the 2016 Smith Review on the feasibility of mathematics to 18. London.

Morgan, R., Kirhy, C., & Stamenkovic, A. (2016). The UK STEM Education Landscape: A Report for the Lloyd’s Register Foundation. London.

McKenna, M. (2016). Transforming Scotland Into a Maths Positive Nation: the Final Report of the Making Maths Count Group. Edinburgh.

British Academy. (2016). Professor Sir Adrian Smith’s review of post-16 mathematics provision in England: A response from the British Academy. London.

2017

Knowles, C. (2017). Closing the attainment gap in maths : a study of good practice in early years and primary settings. London, UK.

Smith, A. (2017). Report of Professor Sir Adrian Smith’s review of post-16 mathematics. London.

National Numeracy. (2017). A new approach to making the UK numerate. Lewes.

Higton, J., Archer, R., Dalby, D., Robinson, S., Birkin, G., Stutz, A., & Duckworth, V. (2017). Effective practice in the delivery and teaching of English and Mathematics to 16-18 year olds. London.

Hodgen, J., Foster, C., & Kuchemann, D. (2017). *Improving mathematics in key stages two and three*. London.

By ‘official’, I mean reports which in some way (explicitly or implicitly) can be seen to aim at changing policy. See more here.

*I have attempted to collect all ‘official’ published reports in the public domain. What have I left out?*

Should you be including the Eurydice report ‘Mathematics Education in Europe’ http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/132EN.pdf

which claims that is ‘aims to contribute to European and national debate’ (p9). I’d argue that it is relevant to your project and should be included in your collection.

A great collection of reports. Some of them mention Singapore and it is interesting to note how educators outside Singapore describe our system. There is much attention to system level factors, may be insights about classroom teaching and teacher education would be useful, too.

I think you’re right, Khoon Yoong Wong. My approach was to look for maths specific reports in the UK – there have been some reports about teacher education more generally (e.g. Great teachers: attracting and retaining the best. http://tinyurl.com/bquchcq) .

The Ofsted report (Made to Measure) did address teaching but I haven’t found reports recently about teacher education in mathematics which is, in itself, interesting, I think. However, I’d suggest that the importance of teacher education is implicit in a large number of the reports.

Marie, you know this isn’t exactly my research field, but it appear that the Scottish govt Maths Excellence Group published this in March 2011:

http://www.scotland.gov.uk/Resource/Doc/91982/0114466.pdf

Thus, this is within your geographical and temporal remit. As for merit… no idea.

Thanks Brett! I am on purpose saying nothing about merit.

This is very useful indeed. There was a response to the draft Primary National Curriculum for Mathematics published on 11 June 2012 from the joint Association of Teachers of Mathematics (ATM) and Mathematical Association (MA) primary expert group. It can be found at http://www.atm.org.uk/about/working-groups/primary-curriculum.html

Thanks, Michael. I will go and have a look.

Is there a place for government speeches in this collection? For example Elizabeth Truss at the North of England Education Conference.

http://www.education.gov.uk/inthenews/speeches/a00220274/elizabeth-truss-speech

Do the reports inform the policy?

Hi John

I think there’s a lot more I could include – for example should I include international reports? I think it would become too big for me to manage alone if I were to start with speeches etc – then I’d go on to the newspapers and when would I stop?

What would be lovely would be if the community put their forces together to build up a whole big collection, but it then becomes a different exercise!

Do the reports inform the policy?

This, I suspect, is the really important question. If they DON’T, then what’s the point? On the other hand, there is some evidence that recent policy in education has not been well informed by research with multiple calls for closer links between research, policy and practice. For example see http://www.nationaleducationtrust.net/SchoolImprovementServices/downloads/ResearchPolicyPractice.pdf