The Observatory for Mathematical Education (OME) at the 糖心原创 launches its second Review of Mathematical Education (RoME 2026) at the British Congress of Mathematical Education (BCME) in Nottingham today.
Drawing on England’s largest longitudinal cohort studies of maths education, the Review compares the attitudes and experiences of learners in Reception and Year 1; Years 7 and 8; and Years 12 and 13. These comparisons offer new insights into how learners experience mathematical education as they progress through the education system.
Last year, RoME 2025 reported that reception pupils were overwhelmingly positive about maths (as well as most things) and that Year 12 students felt confident across the board about the transition from GCSE to A Level Maths. This year’s Review considers whether these attitudes to maths have changed one year on.
Professor Andrew Noyes, Director of the Observatory for Mathematical Education, said: “We are delighted to publish RoME 2026 today. It marks an important milestone in the programme; for the first time, learners’ experiences and attitudes can be mapped across successive years of their education, building a clearer picture of change over time.”
The Observatory’s longitudinal studies are following tens of thousands of learners of different ages in a representative sample of over 300 schools and colleges across England.
Following three cohorts of learners from the start of primary, secondary and post-secondary schooling, the research aims to provide compelling evidence for policymakers, system leaders, teachers and other stakeholders aiming to improve maths education for the nine million learners in England.
Professor Noyes, added: “We are committed to building a comprehensive evidence-base to support the improvement of mathematical education for all learners, and to securing a strong pipeline of highly capable mathematicians. We are tremendously grateful to our Research Partner Schools and Colleges, and to our expert advisers for their ongoing support.”
RoME 2026 builds on the inaugural Review, published in 2025, which introduced findings from the Observatory’s research programme and examined the wider landscape of mathematical education in England for the first time.