Editorial

Abstract

Articles from the Institute for Mathematics Pedagogy (Tandi Clausen-May) and ATM's Working Group on functional programming and computer algebra (Paul Stephenson and Ian Benson) invite you to join in. Rose Keating and Jenni Back challenge the notion that rapid recall of multiplication facts is a good predictor of achievement at the end of primary schooling. The centre pages revisit 'Not for the classroom' in light of the UN sustainable development goals and easy access to data and information.

It is an honour and a privilege to take up the role of editor of Mathematics Teaching. I am humbled when I think of my amazing predecessors including David Fielker, Dick Tahta, Laurinda Brown, Barbara Ball, Derek Ball, Helen Williams, Margaret Jones and Tony Cotton. I am grateful to General Council for giving me this opportunity. I am indebted to Tony Cotton, my immediate predecessor, who has been unstinting with his kind advice and support. I know that I will hand the editorial role to someone else in the future and I hope I can do it as well as Tony. I acknowledge the tremendous support I've had from the new designer Tung Ken Lam, the office staff, General Council (particularly the publications and communications group) and the copy-editor Gareth Thomas.

Mathematics Teaching is nothing without articles and contributions from you, the reader. I have been so impressed with the variety of articles I have already received. I hope I have managed to achieve the balance and range that you would expect in ATM's journal. If there are things you would like to see-please write them! If you're not too sure where to start then please get in touch for a chat.

MT295 is produced at a very interesting time. There are curriculum reviews in England and Scotland. I'm sure many of you have responded to calls for evidence. The first report of the Francis review in England is due in the spring. Sue Gifford (on behalf of the Early Childhood Maths Group), Mark Pepper, and Rebecca Hanson share some of their aspirations for the future curriculum in England. There is a tension around possible reforms. The 2023 Trends in International Mathematics and Science Study (TIMSS) outcomes might suggest all is well in England, as might the increase in A-level Mathematics participation. Are students developing the mathematical skills they need to thrive in an increasingly uncertain world, to critically evaluate the information readily available to them, and to work with others to solve the challenges and problems they will face? The Royal Society's 'Mathematical Futures' report emphasises the need for mathematical and data literacy in any future curriculum: this should not preclude delight in mathematics for its own sake.

The five classroom facing mathematics associations continue to work towards proposals for a viable and attractive future. Helen Madeley, chair of ATM's General Council (GC), gives an update. Andrew Roberts provides a GC update on CPD provision including conference.

Articles from the Institute for Mathematics Pedagogy (Tandi Clausen-May) and ATM's Working Group on functional programming and computer algebra (Paul Stephenson and Ian Benson) invite you to join in. Jess Vigg, Maddy Adams and Alessandra King share and reflect on their classroom practice. Rose Keating and Jenni Back challenge the notion that rapid recall of multiplication facts is a good predictor of achievement at the end of primary schooling. Colin Foster offers an alternative to "atomisation" for accessible and inclusive learning.

Karen Foster retired in December 2024 and reflects on almost forty years as a member of the ATM office staff. As I was pulling this editorial together, I heard that Marian Keeling had sadly died. Marian was the Senior Administrative Officer during the 1990s and retired at the end of 2001. ATM could not and would not exist without the hard work and dedication of the office staff.

The centre pages revisit 'Not for the classroom' in light of the UN sustainable development goals and easy access to data and information. Please get in touch with ideas for future centre pages. If you'd like to respond to any of these articles or have any observations about the journal, please don't hesitate to get in touch with me.