When ACME extended its remit for mathematics education policy from 5-19 to 3-19 years, we set out to identify the key issues from stakeholders. We quickly became aware that this was not a simple task, due to the complexity of the early years mathematics landscape and the diversity of policy issues affecting educators in different contexts. It also quickly became clear that the mathematicss education and the early years communities needed to join up: we learned there were lots of gre…[read more]

If we want to create more positive attitudes and higher achievement in mathematics, what better place to start than in the early years?

This was the thinking of the new All Party Parliamentary Group (APPG) for Maths and Numeracy, which has recently produced their recommendations for …[read more]