Bodies with a say in Mathematics Education
From Teach
Who are they? What is their purpose? What is their current drive?
Supervisory UK Governmental organisations
Department for Children, Schools and Families (DCSF)
The purpose of the Department for Children, Schools and Families is to make this the best place in the world for children and young people to grow up. It wants to:
- make children and young people happy and healthy
- keep them safe and sound
- give them a top class education
- help them stay on track.
The department's Children’s Plan sets out how it can achieve its ambitions.
- Source: http://www.dcsf.gov.uk/
Qualifications and Curriculum Development Agency
The QCDA's job will be to develop the curriculum, improve and deliver assessments, and review and reform qualifications. We want to make sure that everyone can get the knowledge, skills and qualifications they need for life in the 21st century.
The Qualifications and Curriculum Authority (QCA) was set up under the Education Act 1997 to develop and regulate the national curriculum, assessments in schools and qualifications. In 2007 the government decided to set up an independent exams regulator, Ofqual, which has now taken on most of QCA's regulatory functions.
The government is introducing legislation in the Apprenticeships, Skills, Children and Learning Bill that is expected to make Ofqual a completely separate organisation and will transform QCA into QCDA. The bill will also specify when these changes will take place. For now, QCA remains the legal entity. QCDA will deliver, and build on, QCA's non-regulatory work.
- Source: http://www.qcda.gov.uk/8710.aspx
Office of the Qualifications and Examinations Regulator
Ofqual is the regulator of qualifications, examinations and assessments in England and of vocational qualifications in Northern Ireland. Our work will ensure that learners get the results they deserve and that the qualifications they receive count, both now and in the future.
"We monitor awarding organisations to make sure the way they operate is fair, consistent and follows our regulations. We also monitor exam fees so that schools, colleges and other centres can be confident they are fair. We want our decisions to be clear and understandable and will intervene when necessary when there is a risk to the fairness of the system or to an individual learner."
"We will do this by:
- ensuring that the awarding organisations that offer and deliver qualifications have good systems in place, and that they are held to account for their performance
- making sure that all qualifications offered by awarding organisations are fair and are comparable with other qualifications
- monitoring standards in qualifications, exams and tests, and reporting on our findings
- ensuring that there is fair access to qualifications for all candidates
- ensuring the quality of marking of exams, tests and other assessments to make sure that learners get the results their work deserves
- making sure that the qualifications market provides value for money and meets the needs of learners and employers
- encouraging debate about important topics, such as standards of exams and qualifications."
"As a regulator, we step in and exercise our regulatory authority where there is a risk to the integrity of the system or to a learner. We aim to be consistent in our decision-making and to make our decisions clear and understandable."
Ofqual began its interim work on April 8 2008. Royal assent was given to the Apprenticeship, Skills, Children and Learning Act in November 2009 that establises Ofqual as the regulator of qualifications. Ofqual will formally exist and become accountable to parliament on the 1st April 2010. Until then, we will operate as part of the Qualifications and Curriculum Authority.
- Source: http://www.ofqual.gov.uk/
Office for Standards in Education, Children’s Services and Skills (Ofsted)
Ofsted regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages.
It wants to raise aspirations and contribute to the long-term achievement of ambitious standards and better life chances for service users. Their educational, economic and social well-being will in turn promote England's national success.
To achieve this, Ofsted will:
- report fairly and truthfully;
- listen to service users and providers; and
- communicate our findings with all who share our vision, from service providers to policy-makers.
Ofsted does not report to government ministers but directly to Parliament. This independence should mean that Ofsted can be relied upon for impartial information.
The Education and Inspections Act, which established the new Ofsted, specifically requires that in everything we do we should:
- promote service improvement
- ensure services focus on the interests of their users
- see that services are efficient, effective and promote value for money.
Ofsted carries out hundreds of inspections and regulatory visits each week, publishing its findings within the Inspection reports area of this website.
It also publishes wider subject-specific findings and recommendations within the care, learning, and skills agenda, as well as statistical information.
- Source: http://www.ofsted.gov.uk/
Coordinating independent bodies
Joint Mathematical Council (JMC)
The Joint Mathematical Council of the United Kingdom was formed in 1963 to ‘provide co-ordination between the Constituent Societies and generally to promote the advancement of mathematics and the improvement of the teaching of mathematics’. Concerned with all aspects of mathematics at all levels from primary to higher education. Participating Societies:
- Association of Teachers of Mathematics
- Association of Mathematics Education Teachers
- British Society for the History of Mathematics
- British Society for Research into Learning Mathematics
- Heads of Department of Mathematical Sciences
- Edinburgh Mathematical Society
- Institute of Mathematics and its Applications
- London Mathematical Society
- Mathematical Association
- Mathematics in Education and Industry
- National Association of Mathematics Advisers
- National Association for Numeracy and Mathematics in Colleges
- Royal Statistical Society
The JMC also has the following 'observers':
- Adults Learning Mathematics
- Advisory Committee on Mathematics Education (ACME)
- Department for Children, Schools and Families (DCSF)
- Department for Children, Education, Lifelong Learning and Skills (DCELLS)
- Maths, Stats & OR Network of the Higher Education Academy (MSOR)
- National Centre for Excellence in the Teaching of Mathematics (NCETM)
- Office for Standards in Education (Ofsted)
- Operational Research Society (ORS)
- Qualifications and Curriculum Development Agency (QCDA)
- School Mathematics Project (SMP)
- Sector Skills Council for Science, Engineering, Manufacturing Technologies and Mathematics (SEMTA)
- The National Strategies (PNS & SNS)
- Training and Development Agency for Schools (TDA)
- The Royal Society
- UK Mathematics Trust (UKMT)
BCME (British Congress of Mathematics Education)
BCME is the joint conference organised by the JMC Participating Societies. It is currently held every four years between ICME (International Congress on Mathematical Education) conferences. BCME provides an opportunity to promote mathematics and the improvement of the teaching of mathematics at all levels. The past BCME conferences have been held at University of Loughborough (1991), University of Leeds (1993), Manchester Metropolitan University (1995), Nene College Northampton (1999), Keele University (2001) and University of Warwick (2005). The next one will be held at the University of Manchester (2010)
- Source: http://www.bcme7.org
Pupil-centred organisations
Further Mathematics Support Programme
The Further Mathematics Network enables students to study Further Mathematics A/AS qualifications, even when they are not offered directly by their school/college. The Network also supports Further Mathematics in schools and colleges that do offer it. Provides
- Student Support - helping to provide access to Further Mathematics tuition for all students;
- Teachers' Professional Development - enabling more teachers to teach Further Mathematics and level 3 mathematics within diplomas;
- Communications and Marketing - promoting mathematics and raising awareness of the benefits of studying mathematics beyond GCSE.
Millennium Mathematics Project (MMP)
A mathematics education initiative for ages 5 to 19 and the general public, based at the University of Cambridge. Responsible for NRICH.
- Source: http://mmp.maths.org/
more maths grads
More maths grads is a three-year project funded by the Higher Education Funding Council for England to develop, trial and evaluate means of increasing the number of students studying mathematics and encouraging participation from groups of learners who have not traditionally been well-represented in higher education. The project is administered at the University of Birmingham. Regional officers work in each of the three pilot areas:
- East London
- West Midlands
- Yorkshire and the Humber
National Academy for Gifted and Talented Youth
Sought to drive forward improvements in gifted and talented education by providing leadership and support. Its vision was to give all gifted and talented learners in England the opportunity to reach their full potential. The Young Gifted & Talented website will be closing at the end of Friday 12 February 2010. The new web pages for gifted and talented education will be launched in the near future on the existing National Strategies website, and visitors to this website ygt.dcsf.gov.uk will be automatically redirected. The National Register will also cease at this time, and will be replaced with an annual report available from the National Strategies website.
- Source: http://ygt.dcsf.gov.uk/
UK Mathematics Trust
Organises national mathematics competitions and other enrichment activities. The UK Mathematics Trust (UKMT) is a registered charity whose aim is to advance the education of children and young people in mathematics. The UKMT organises national mathematics competitions and other mathematical enrichment activities for 11-18 year old UK school pupils. We were established in 1996 and last academic year over 600,000 pupils from 4000 schools took part in the three individual challenges, the UK's biggest national maths competitions. Each challenge leads into a follow-on Olympiad round and we run mentoring schemes and summer schools for high performing students as well as training the team of six to represent the UK in the International Mathematical Olympiad. We also run team maths competitions for two age ranges, publish books and organise enrichment seminars for teachers.
- Source: http://www.mathcomp.leeds.ac.uk/
Teacher-focussed bodies
Association of Teachers of Mathematics
The Association of Teachers of Mathematics was established in 1950 to encourage the development of mathematics education such that it is more closely related to the needs of the learner. The ATM is governed by its General Council.
- There are about 4,000 members - mainly teachers in primary and secondary schools. It is a registered charity and all profits from subscriptions and trading are re-invested into mathematics education.
- The ATM provides opportunities to bring together all concerned with mathematics education for all age ranges. It supports local branches, informal support networks, courses and conferences.
- The Association of Teachers of Mathematics produces policy statements and publishes response to National and Government initiatives. Past statements and responses are archived here.
- The ATM has a number of ‘Working Groups’ whose function is to examine particular areas of the mathematics education field to develop policy, resources and action.
- The high point of the year is the annual Easter conference which is a celebration of mathematics teaching by hundreds of people who still get great enjoyment from their chosen career.
- The Association of Teachers of Mathematics aims to support the teaching and learning of mathematics by:
- encouraging increased understanding and enjoyment of mathematics
- encouraging increased understanding of how people learn mathematics
- encouraging the sharing and evaluation of teaching and learning strategies and practices
- promoting the exploration of new ideas and possibilities
- initiating and contributing to discussion of and developments in mathematics education at all levels
- Source: http://www.atm.org.uk/
Association of Mathematics Education Teachers (AMET)
Supports and represents the interests of all those engaged in mathematics education in higher education institutions or in partnership with higher education institutions.
- Source: http://www.ametonline.org.uk/
Mathematical Association (MA)
The Mathematical Association exists to support and enhance Mathematics and the teaching and learning of Mathematics and its applications, and to provide opportunities for collaboration and communication between teachers and students of mathematics.
- Source: http://www.m-a.org.uk/
National Association of Mathematical Advisers, Inspectors and Consultants (NAMA)
An organisation for mathematics advisers, "dedicated to promoting high quality mathematical education in the UK". Members of the Association will provide advice, support and inspection services to all individuals or organisations that seek to make an effective contribution to the teaching and learning of mathematics. This the Association will do by:
- ensuring the maintenance of a forum for disseminating information and ideas on all matters relating to mathematics education;
- being an effective organisation in provision for professional development of its members and others;
- representing the views of members in order to become an authoritative and influential body on mathematics education.
- Source: http://www.nama.org.uk/
National Centre for Excellence in the Teaching of Mathematics (NCETM)
NCETM was formed in 2006 following an initial recommendation of ACME and of Adrian Smith in his report Making Mathematics Count. The NCETM provides effective strategic leadership for mathematics-specific CPD. It aims to raise the professional status of all those engaged in the teaching of mathematics so that the mathematical potential of learners will be fully realised. JMC works closely with both ACME and NCETM. This has included e.g. a joint submission to Sir Jim Rose’s review of the Primary Curriculum.
- Source: http://www.ncetm.org.uk
Teaching Statistics Trust
Supports statistics teaching in several ways, including publication of the journal "Teaching Statistics". There are many teachers involved in the delivery of statistics in schools and colleges who lack the confidence and competence to teach the subject successfully. This is due to their lack of opportunities to learn, either because they do not have a mathematical degree or such a degree did not include Statistics. The Trust has devised a distance learning course that leads to a Certificate in Teaching Statistics up to Pre-university Level. It is an ideal way to do continuing professional development that, at the same time, leads to a recognised qualification.
- Source: http://www.rsscse.org.uk/
Other Mathematics Organisations
British Society for Research into Learning Mathematics
BSRLM is a national organisation for people interested in research in mathematics education. It is a major forum for sharing research in mathematics education in the United Kingdom. It provides a supportive environment for both new and experienced researchers to develop their ideas.
- Source: http://www.bsrlm.org.uk/
Council for the Mathematical Sciences (CMS)
A forum representing the interests of the mathematical sciences, and promoting good practice in the curriculum. The CMS aims to provide an authoritative and objective body able to speak on the role of the mathematical sciences in UK higher education, research, business, industry and the public sector, and to engage with and respond to policy decisions that affect the mathematical sciences in these areas.
The Council for the Mathematical Sciences (CMS) was established in 2001 by the Institute of Mathematics and its Applications (IMA), the London Mathematical Society (LMS) and the Royal Statistical Society (RSS). The CMS comprises representatives and observers from the mathematical sciences community, including the Presidents and Chief Executives of these three societies.
- Source: http://www.cms.ac.uk/
Mathematics in Education and Industry (MEI)
A curriculum development body "promoting excellence in mathematics education". Offers GCSE and GCE examinations through OCR. MEI is an independent body for mathematics that works alone and in partnership with a variety of organisations, including government.
- MEI innovates, develops and publishes teaching and learning resources.
- MEI creates specifications, schemes of assessment and much more.
- MEI promotes inspirational teaching, trains and motivates teachers, and supports and improves mathematics in the workplace.
- MEI people emphasise the excitement of mathematics, and draw attention to the connections within mathematics and between mathematics and the rest of the world.
- MEI seeks to keep its members informed, not only of changes to its syllabuses and their assessment, but also of the wider context of the evolving school curriculum in the United Kingdom.
- Source: http://www.mei.org.uk/
The School Mathematics Project (SMP)
The School Mathematics Project is a non-profit educational charity dedicated to providing teaching materials and professional support of the highest quality.
- Source: http://www.smpmaths.org.uk/
Organisations whose mission is in a different but related subject
Science Council
A leading independent body for promoting the advancement of knowledge and education in science. The Science Council is a membership organisation representing the learned societies and professional institutions across the breadth of science in the UK. Our purpose is to provide a collective voice for science and scientists and to maintain standards across all the scientific disciplines.
- Source: http://www.sciencecouncil.org/
Royal Institution
The RI's objective has been and is to "diffuse science for the common purposes of life".
- Source: http://www.rigb.org/
Royal Society
An independent scientific academy of the UK, dedicated to promoting excellence in science.
- Source: http://royalsociety.org/
Numerate Professions
Engineering Council (G)
The mission of the Engineering Council is to maintain internationally recognised standards of competence and commitment for the engineering profession, and to license competent institutions to champion the standards. The Engineering Council is the regulatory body for the engineering profession in the UK. We hold the national registers of 235,000 Chartered Engineers (CEng), Incorporated Engineers (IEng), Engineering Technicians (EngTech) and Information and Communications Technology Technicians (ICTTech). In addition, the Engineering Council sets and maintains the internationally recognised standards of professional competence and ethics that govern the award and retention of these titles. This ensures that employers, government and wider society - both in the UK and overseas - can have confidence in the knowledge, experience and commitment of registrants.
- Source: http://www.engc.org.uk/
Faculty and Institute of Actuaries (G)
The professional and learned Society for the actuarial profession.
- Source: http://www.actuaries.org.uk/
Market Research Society (MRS) (G)
A Society in the field of market research. With members in more than 70 countries, MRS is the world’s largest association serving all those with professional equity in provision or use of market, social and opinion research, and in business intelligence, market analysis, customer insight and consultancy.
- Source: http://www.mrs.org.uk/
Operational Research Society (ORSoc) (G)
A learned and professional Society in the field of operational research. Operational Research (O.R.), also known as Operations Research or Management Science (OR/MS) is the discipline of applying advanced analytical methods to help make better decisions. To learn more about O.R. visit http://www.LearnAboutOR.co.uk. The OR Society, with members in 53 countries, provides training, conferences, publications and information to those working in Operational Research. The Society also provides information about Operational Research to interested members of the general public.
- Source: http://www.theorsociety.com/
Royal Academy of Engineering (G)
Promote excellence in the science, art and practice of engineering. As Britain’s national academy for engineering, it brings together the country’s most eminent engineers from all disciplines to promote excellence in the science, art and practice of engineering. Its strategic priorities are to enhance the UK’s engineering capabilities, to celebrate excellence and inspire the next generation, and to lead debate by guiding informed thinking and influencing public policy.
- Source: http://www.raeng.org.uk/
Royal Statistical Society (RSS) (G)
A professional and learned society in the field of statistics. 175 years of progress (1834-2009). The Royal Statistical Society is an international membership organisation with members in over 50 countries worldwide. It promotes public understanding of statistics and provide professional support to users of statistics and statisticians. The Royal Statistical Society (RSS) is the UK's only professional and learned society devoted to the interests of statistics and statisticians. It is also one of the most influential and prestigious statistical societies in the world. The Society has an international membership, and is active in a wide range of areas both directly and indirectly pertaining to the study and application of statistics. Its mission is to:
- Nurture the discipline of statistics by publishing a Journal, organising meetings, setting and maintaining professional standards, accrediting university courses and operating examinations.
- Promote the discipline of statistics by disseminating and encouraging statistical knowledge and good practice with both producers and consumers of statistics, and in society at large.
- Provide effective and efficient services to our members which support their professional and academic interests and their endeavours to advance the other objectives of the Society.
- Source: http://www.rss.org.uk/
Royal Statistical Society Centre for Statistical Education (RSSCSE) (G)
A major development body and resource centre for statistical education. There are many teachers involved in the delivery of statistics in schools and colleges who lack the confidence and competence to teach the subject successfully. This is due to their lack of opportunities to learn, either because they do not have a mathematical degree or such a degree did not include Statistics. We have devised a distance learning course that leads to a Certificate in Teaching Statistics up to Pre-university Level. It is an ideal way to do continuing professional development that, at the same time, leads to a recognised qualification.
- Source: http://www.rsscse.org.uk/
University-focussed and Sixth Form College-focussed bodies
Heads of Departments of Mathematical Sciences (HoDoMS) (A)
Represents Heads of Departments of Mathematics and Statistics at UK universities. HoDoMS is the body that represents UK departments of Mathematics and Statistics by co-ordinating senior members of these departments.
Higher Education Academy Mathematics, Statistics and OR Network (MSOR Network) (A)
Supporting lecturers in Mathematics, Statistics and Operational Research and promoting, disseminating and developing good practice in learning and teaching across the UK.
- Source: http://www.mathstore.ac.uk/
National Association for Numeracy and Mathematics in Colleges (NANAMIC) (G)
To assist colleges in improving quality in their work in mathematics and numeracy. The National Association for Numeracy and Mathematics in Colleges (NANAMIC) was formed in 1993 as an association of further education, tertiary and sixth form colleges with the aim of assisting colleges nationally to developing quality in all aspects of their work in mathematics and numeracy. The National Association for Numeracy and Mathematics in Colleges (NANAMIC) was formed in 1993 as an association of further education, tertiary and sixth form colleges with the aim of assisting colleges nationally to developing quality in all aspects of their work in mathematics and numeracy.
- Individual members may apply for designation as a Chartered Mathematics Teacher (CMathTeach)
- The association represents the sector at a national level and liaises with other associations concerned with these subject areas and wider areas of further education.
- It responds to academic and vocational initiatives in mathematics and numeracy and works to improve the accreditation of achievement and the coherence and continuity of mathematics across all education sectors. It also advises on the role of mathematics and numeracy in aiding progression in education, training and employment.
- On behalf of its members, the association monitors and provides information on such matters as curriculum developments, effective organisational structures and resources. It attempts to be a focus for good practice. Working groups are formed as necessary to review particular issues and produce position papers, and conferences and staff development activities are organised on a regular basis. These provide the latest information and ideas on the latest developments and in particular give hands-on experience of resources. There is a regular newsletter for members and our website provides a bulletin board, useful links and updates.
- Source: http://www.nanamic.org.uk/
In Education
Specialist Schools and Academies Trust (G)
The schools network website provides information, advice and resources for affiliated members. The Specialist Schools and Academies Trust (SSAT) is an independent, not-for-profit membership organisation dedicated to raising levels of achievement in secondary education. It has a membership of over 5,600 schools and organisations. It is a registered charity. It works with headteachers, teachers and students to encourage them to develop and share new and effective teaching and learning practice, and to improve schools to raise standards and levels of achievement. In practice, headteachers and teachers design, lead and deliver its work, and continue to develop what it does.
Mathematical Commissions, Committees, Societies, Trusts and Royal Bodies
Advisory Committee on Mathematics Education (ACME) (G)
An independent committee, based at the Royal Society and operating under its auspices, that aims to influence Government strategy and policies with a view to improving the outcomes of mathematics teaching and learning in England and so secure a mathematically enabled population. ACME was established in January 2002, by the Royal Society and JMC with the explicit backing of all major mathematics organisations, and is supported by the Gatsby Charitable Foundation. ACME enables an effective and constructive partnership between Government and the mathematics community. ACME aims to inform and advise the Department for Children, Schools and Families (DCSF) in order to assist in its drive to raise standards and promote mathematics at all levels within education. It seeks to complement and enhance, rather than replace, consultative procedures and aims for positive progress rather than routine opposition to change.
International Commission on Mathematical Instruction (ICMI) (G)
Founded in 1908 to foster efforts to improve worldwide the quality of mathematics teaching and learning.
- Source: http://www.mathunion.org/icmi/
Edinburgh Mathematical Society (EMS) (G)
The Edinburgh Mathematical Society was founded in 1883 for "the mutual improvement of its members in the Mathematical Sciences, pure and applied", and since then has become firmly established as the principal mathematical society for the university community in Scotland. Nowadays, it states that its aims "shall be the promotion and extension of the Mathematical Sciences, pure and applied, particularly in Scotland", and it draws its membership from all the Scottish universities and other educational institutions as well as from mathematicians in industry and commerce both at home and overseas.
London Mathematical Society (LMS) (G)
The Society was founded in 1865 for the promotion and extension of mathematical knowledge and was granted a Royal Charter in 1965. The Society is registered as a charity with the United Kingdom Charity Commissioners. It is the major British learned society for Mathematics, with a nationwide membership and several hundred overseas members. The affairs of the Society are managed by a Council and Officers. Officers are elected annually, and other Council members biennially, by the Society membership. The Administration of the Society is headed by the Executive Secretary. There is a total of 18 staff, most based at the Society’s headquarters at De Morgan House, 57–58 Russell Square, London, WC1B 4HS.
- Source: http://www.lms.ac.uk/
Institute of Mathematics and its Applications (IMA) (G)
The Institute of Mathematics and its Applications (IMA) is the UK's learned and professional society for mathematics and its applications. It promotes mathematics research, education and careers, and the use of mathematics in business, industry and commerce. Amongst its activities the IMA produces academic journals, organises conferences, and engages with government. Founded in 1964, the Institute has 5,000 members. Forty percent of members are employed in education (schools through to universities), and the other 60% work in commercial, industrial and governmental organisations. In 1990 the Institute was incorporated by Royal Charter and was subsequently granted the right to award Chartered Mathematician designation. The Institute also awards the Chartered Scientist designation and the Chartered Mathematics Teacher designation (from mid-2009).
- Source: http://www.ima.org.uk/
