Policy
Policy Statements and Responses to Initiatives
The Association of Teachers of Mathematics produces policy statements and publishes its responses to National and Government initiatives. Past statements and responses can be reached from here.
Review of Mathematics Teaching in Primary Schools and Early Years Settings (Williams Review 2007)
Ed Balls, the new Schools Secretary, announced that a review of early years and primary maths teaching would form a key part of a ten-year review of children’s policy. Mr Balls told the House of Commons that he wanted to refocus education policy on ‘standards, not structures’ and that he hoped that the maths review, to be chaired by Sir Peter Williams, chair of ACME, would help to ‘raise our game in maths’. He said: “A child who cannot read, write or master basic maths will never succeed in education.”
Sir Peter Williams circulated a questionnaire that invited primary practitioners to respond with their thoughts on the direction of mathematics teaching in the future. These are ATM’s responses to that questionnaire and the final review response.
ATM/MA Final Response to Williams Review - April 2008
The ATM together with the MA prepared a final response in the light of its own consultation and comments received.
<< Here is the ATM’s final response and submission towards the review (April 2008).
<< Here is the ATM’s initial response and submission towards the review (Nov 2007).
We asked you to help formulate our submission to the Williams Review 2008.
The final report and opportunity to contribute through Your Say is here.
Previous Consultations
These documents are all PDF
- ATM consultation response to the Review of Mathematics Teaching in Primary Schools and Early Years Settings (Nov 2007)
- Impact of Assessment Report and further consultation questionnaire (Mar 2007)
- Report of the Subject Association Working Group consultation seminar with the Qualifications and Curriculum Authority (Jan 2007)
- Response of ATM to the Early Years Foundation Stage (EYFS) - consultation on services 0 to 5 (Jul 2006)
ATM response to the Early Years Foundation Stage (EYFS) consultation on a single quality framework for services to children from birth to five...
- ATM Final response to changes to framework for teaching mathematics
The framework for teaching mathematics is generally well-structured and care must be taken not to lose the structure by ‘tinkering’...
- Review of the Primary Framework for teaching mathematics (Oct 2005)
ATM recommends a more detailed review of Shape, Space and Measures... A more coherent approach to the teaching of calculations, with less emphasis on...
- ATM Response to 14 - 19 Education and Skills (Sep 2005)
We fully support the Smith report...[but] we wish to raise the following concerns...
- QCA Mathematics Monitoring - ATM Response document (May 2005)
Notes of a meeting between AMET, ATM, HoDoMS, IMA, MA, NAMA, NANAMIC, RSS and the QCA mathematics team - 10 May 05
- Tomlinson Rejected - Response from ATM on Functional Mathematics... (June 2005)
[We are] very disappointed that the government has rejected so much of the Tomlinson report...
- Response to the final report on 14-19 Curriculum and Qualifications Reform (June 2005)
ATM receives this report with mixed reactions. Welcoming the opportunity to re-think... Expressing concerns in some areas...
- Meeting between QCA Mathematics Team, ATM, MA and NAMA (May 2004)
Notes of a meeting between QCA mathematics team, ATM, MA and NAMA - 18 May 04
- ATM position paper on National Assessment Arrangements (Jun 2002)
Give greater weight to full range of assessment instruments... Reduce the amount of formal testing... There is no need for assessment at 16...
- Shortage of Maths Teachers – What Progress? (Jan 2003)
Why do teachers leave? Why do they stay? The role of CPD. Classroom Assistants.
- Subject Specialism: Consultation - Response of the ATM (Oct 2003)
Teachers who engage with mathematics and not solely its algorithmic application, are in a stringer position to inspire...
- ATM’s response to the DfES Consultation 14-19: Extending Opportunities, Raising Standards (May 2002)
The vision of a coherent 14 - 19 phase is inconsistent with the suggested curriculum... We believe in a coherent 14 - 19 phase that offers learners genuine choices through many different flexible pathways... The assessment of these programmes needs to address the extent to which students have achieved mastery...
- Is Maths Harder than English? (Summer 2002)
Looking at the AS/A2 and GCSE results for 2002, I was struck by the differences between results for maths and for English...
- AS/A2 Mathematics Consultation
Our views were sought on the whole range of qualifications in mathematics available post-16. We feel that no new qualifications are needed...
