The Power of Maths
Our key themes
![Image of maths confidence Stat-Shot](/content/dam/one-dot-com/one-dot-com/uk/documents/subjects/mathematics/260621_Power_of_Maths_Statshot_PUK_Visual_Content_Banner_1140x640_v3.png)
Maths confidence
![Image of diversity and inclusion Stat-Shot](/content/dam/one-dot-com/one-dot-com/uk/documents/subjects/mathematics/260621_Power_of_Maths_Statshot_PUK_Visual_Content_Banner_1140x640_v2.png)
Diversity and inclusion
![Image of digital maths learning Stat-Shot](/content/dam/one-dot-com/one-dot-com/uk/documents/subjects/mathematics/260621-power-of-maths-statshot-puk-visual-content-banner-1140x640-v1.png)
Digital maths learning
![Teacher and learner writing on a blackboard](/content/dam/global-store/en-gb/schools/subject-resources/maths/Why-IG-Maths-AL1357904-600x400.jpeg)
![Teacher and student](/content/dam/one-dot-com/one-dot-com/uk/images/blog/schools/2021/Diversity-and-Inclusion-in-Maths-with-HannahFry-1200x630.png)
![The Right Angle podcast image](/content/dam/one-dot-com/one-dot-com/uk/images/subjects/mathematics/TheRightAnglePodcast.jpg)
Tackling maths anxiety
Seen and felt in thousands of classrooms, homes and workplaces across the nation, maths anxiety is widely acknowledged as a barrier to engagement and progress in maths, as well as other areas of education, employment and life.
Our Guide to Tackling Maths Anxiety draws on research and insights from experts across education, academia, business and the third sector, who attended our 2019 roundtable. It's full of practical tips, guidance and reflections for every age and stage, so you can join us in tackling maths anxiety and forging more confident and resilient learners, teachers and communities.
From the Guide to Tackling Maths Anxiety, we have developed a quick-read document highlighting some tools to support maths-anxious learners.
We also ran a session on maths anxiety at our first ever Virtual Maths Festival from 5–16 July 2021.
![A Guide to Tackling Maths Anxiety](/content/dam/one-dot-com/one-dot-com/uk/images/subjects/mathematics/maths-anxiety-guide-visual-content.png)
Changing Britain's Perception of Maths
Our first report draws upon the insights gathered at the inaugural roundtable in late 2018, when practitioners and academics joined school, business and third-sector leaders to explore how we can collectively transform perceptions of maths both inside and outside the classroom.
The roundtable conversation showed that maths cannot be separated from the people who teach, learn and use it. It is a human practice. It's important that we reflect on the recommendations that came out of the discussion and take concrete steps towards effecting changes that will benefit teachers and young people today, and change how maths is used and perceived in future.
![Power of Maths roundtable attendees](/content/dam/one-dot-com/one-dot-com/uk/images/blog/schools/2019/power-of-maths-visual-content.png)
Recent news and blog posts
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6 tips to integrate financial education into the maths curriculum
Sharon Davies, CEO of the national financial and enterprise education charity Young Enterprise, has spent years championing the power and positive impact of teaching young people financial skills.
Following her recent appearance on Pearson’s The Right Angle podcast, she shares her thoughts on why integrating consistent financial education in UK schools is a goal worth striving for. Although financial education crosses over many areas of the curriculum, such as PSHE, business studies or science, many would argue that maths is its natural home. Here, Sharon outlines her top tips on embedding the subject in maths.
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Digital natives? Using technology to improve learning and assessment with Mary Richardson
The role of new digital learning technologies is not a vision of the future; it is now firmly embedded in education systems from the nursery to the university. The development of digital resources is fast-paced and it can seem overwhelming to navigate the tsunami of sales pitches promising everything from reduced workloads to perfect assessment. However, step back and remember the wise words of educationalist Dylan Wiliam that “everything works somewhere; nothing works everywhere – so we need to ask ourselves, under what conditions does x work?”