Making Mathematics Count
Encyclopedia
Making Mathematics Count is the title of a report on mathematics education in the United Kingdom
(U.K.). The report was written by Adrian Smith
as leader of an "Inquiry into Post–14 Mathematics Education", which was commissioned by the UK Government in 2002. The purpose of the Inquiry was:
Publication of the report was followed two years later by a conference of 241 delegates, who included mathematics teachers, college lecturers, as well as university mathematicians, head teachers, local authority consultants and advisers, and other mathematics professionals. There is a report of the conclusions of this conference, which was intended to bring together policymakers and practitioners to share information and discuss ways in which changes in mathematics education could be implemented to benefit schools, teachers and students.
The Smith report has influenced debate on U.K. educational policy.
United Kingdom
The United Kingdom of Great Britain and Northern IrelandIn the United Kingdom and Dependencies, other languages have been officially recognised as legitimate autochthonous languages under the European Charter for Regional or Minority Languages...
(U.K.). The report was written by Adrian Smith
Adrian Smith (academic)
Sir Adrian Frederick Melhuish Smith FRS is a distinguished British statistician and formerly Principal of Queen Mary, University of London. He was previously at Imperial College, London where he was head of the Mathematics Department. He is a member of the governing body of the London Business...
as leader of an "Inquiry into Post–14 Mathematics Education", which was commissioned by the UK Government in 2002. The purpose of the Inquiry was:
"To make recommendations on changes to the curriculum, qualifications and
pedagogy for those aged 14 and over in schools, colleges and higher
education institutions to enable those students to acquire the mathematical
knowledge and skills necessary to meet the requirements of employers and
of further and higher education."
Publication of the report was followed two years later by a conference of 241 delegates, who included mathematics teachers, college lecturers, as well as university mathematicians, head teachers, local authority consultants and advisers, and other mathematics professionals. There is a report of the conclusions of this conference, which was intended to bring together policymakers and practitioners to share information and discuss ways in which changes in mathematics education could be implemented to benefit schools, teachers and students.
The Smith report has influenced debate on U.K. educational policy.