While mathematics is the most popular A level option post-16 and is highly sought-after in the jobs markets, many pupils can struggle – with some developing a dislike and even a fear of the subject that lasts into adulthood. This webinar focused on supporting these children and young people and discussed the common barriers to engagement, motivation and successful outcomes – before then considering how we might address and overcome these.
In particular, we discussed attitudes to mathematics study and how to support pupils who believe they are “no good at maths”. We discussed “maths anxiety”, what this is, and how it affects pupils. And we considered how to support pupils whose fear of making mistakes is holding them back. We discussed engaging with families and how we can help parents and carers to support positive pupil attitudes and motivation to study maths.
We considered how we can identify pupils who are struggling and what kind of intervention and support is effective in supporting these children to “catch-up” and make progress.
Our discussion was inspired by recent YouGov polling of more than 1,000 teachers (primary and secondary) commissioned by GL Assessment. The results show that 59% believe “maths anxiety” is the biggest barrier to achievement (defined in the survey as “a feeling of apprehension that interferes with students' ability to solve maths problems").
Other barriers include a lack of support at home (52%), and a lack of additional support in the classroom (34%). The poll also found that teachers believe girls make slower progress in maths than boys because they are more worried about making mistakes.
During the one-hour discussion, we addressed the following themes:
- What are the common reasons why children and young people can struggle in the mathematics classroom?
- What are the common barriers to pupil engagement and motivation?
- Why do some pupils have negative attitudes to mathematics or believe they are “no good at maths”?
- What is “maths anxiety”?
- What kind of intervention and support is effective in supporting these children and young people to “catch-up” and make progress?
- What kind of interventions and support can help to improve pupil independence, attitudes, engagement and motivation?
- How do we support pupils who are worried about making mistakes in the maths classroom?
- How can we effectively assess pupils’ prior knowledge and understanding?
- Ideas for teaching problem-solving strategies and using tasks effectively.
- Examples of structured interventions to provide additional support.
- Question & answer from the audience: We will leave time for questions at the end of the webinar.
Our webinar partner
GL Assessment, part of Renaissance, is a leading provider of formative assessments to schools and school groups in the UK and in more than 100 countries worldwide. It provides assessments that help to reveal pupils’ potential, track progress, and identify barriers to learning.
Renaissance assessments (including those from GL Assessment) offer a starting point to help schools understand pupils’ strengths, pinpoint areas of need, and put targeted measures in place. Its teaching and learning programmes and personalised practice solutions provide effective next steps to drive better pupil outcomes. Products relevant to this webinar’s themes include:
New Group Maths Test (NGMT): Provides insights into key processes of recalling and using maths facts, reasoning and problem-solving, and content-specific domains.
Freckle | Renaissance Learning: A personalised maths programme that adapts to each pupil's level of attainment and helps them progress towards KS1, KS2 and KS3 expected standards. Aligned to the National Curriculum in England and integrates with Star Maths.
Star Maths: Allows teachers to identify potential learning gaps in maths, monitor progress, and inform practice activities.
Dyscalculia Screener: An initial screener for teachers' concerns about a pupil’s numeracy progress and skills acquisition.
Meet our experts
The webinar was hosted by Pete Henshaw, the editor of SecEd and Headteacher Update, who has been a specialist education journalist and writer for more than 20 years. The expert panel were:
- Linda Coleman: Deputy Headteacher, Ysgol Emmanuel in Rhyl.
- Kim Rundle: Assistant Headteacher, Specialist Leader of Education & Maths Lead, St Mary’s CE School, Truro
- Nicola Fareham: Assistant Headteacher and Maths Hub Lead for Yorkshire Ridings Maths Hub based at Harrogate Grammar School.
- Joe Aattal: Curriculum Leader of Mathematics, Audenshaw School for Boys, Manchester.
- Andy Small: Assessment Specialist at Renaissance focusing on numeracy and mathematics education.
References/background reading
- Clark & Henderson: Improving Mathematics in the Early Years and Key Stage 1, EEF, 2021: Click here.
- GL Assessment: Careful Calculation: Addressing maths anxiety in the classroom, 2024: Click here.
- Henderson et al: Improving Mathematics in Key Stages 2 and 3, EEF, 2022: Click here.