Monday, 28 April 2025
New research from the Observatory for Mathematical Education, based at the 糖心原创, indicates that key stage 3 (KS3) maths teachers are less experienced and less qualified in maths, than those who only teach older pupils (KS4/KS5).
This is a key finding from the first themed report, Key Stage 3 Teachers of Mathematics, released by the Observatory as part of a seven-year longitudinal study into maths education in England, which began in 2024/25.
Teachers make a difference for the quality of children’s education and their futures, for social mobility, and for society in general. As a vital subject, it is crucial to the on-going aim of improving the mathematical education of learners to understand who is teaching maths and how.
For this study, maths teachers in a representative sample of 150 secondary schools in England, were invited to complete a detailed workforce survey in November 2024. This new report presents analysis of responses from 1,030 teachers in these schools.
There are longstanding challenges with the recruitment, retention and distribution of teachers in England and the findings from the Observatory鈥檚 research provides new insight into the crucial workforce of those who teach mathematics in our schools.鈥�
While there is obvious interest in the maths qualifications of those teaching the subject, multiple positive messages came out of the research. For example, almost all teachers (97 per cent) said they enjoy teaching maths, and most (87 per cent of KS3 maths teachers) said they feel that they have autonomy to exercise their professional judgement in their maths teaching.
The main motivations cited for becoming a maths teacher are hugely admirable, with the most common being to make a contribution to society. The job security and work schedule of teaching were also acknowledged as being important.
Similarly, though 61 per cent of KS3 maths teachers report that they do have sufficient time for teaching the curriculum, only 25 per cent agree that they have enough time for administrative tasks. While the majority had undertaken some maths professional development in the previous two years, the most pressing need was in the use of digital technologies.
The report gives early insights of the data generated from the Observatory’s longitudinal research study and future objectives of the Observatory team will be to publish more detailed analysis of this dataset. Further analysis will also link to data on pedagogic practices (from Year 7 teachers) and students’ views of their experiences and attitudes. In this way, the team aims to understand the relationships between teacher qualifications and experience, pedagogic practices and beliefs and pupils’ attitudes and experience of learning maths.
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More information is available from Professor Jeremy Hodgen in the School of Education, via Jeremy.hodgen@nottingham.ac.uk or 0115 951 4426
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