ABSTRACT
This chapter discusses how maths attainment has evolved in the UK in recent years - as measured by national and international measures and then discusses about how to improve performance in maths. Improvement in maths is not independent of improvement in literacy. The 'Every Child Counts' (ECC) programme was developed because of a recommendation by the Williams Review, which explored poor mathematical performance of the lowest achieving children. The concern is about pupils who are very low achievers by the end of primary school. There are a number of reports to draw on about what works to improve maths. Academic reports bring together a review that draws on studies meeting certain quality criteria. Programmes that focused on classroom management and motivation were also found to generate positive effects. The authors point out that the debate about mathematics reforms has focused primarily on curriculum and not on professional development. The best teaching develops pupils' conceptual understanding, confidence and problem solving.
