Last year, the UK Government announced funding to support the establishment of a National Academy focused on Mathematical Sciences. STEM Learning is pleased to welcome the implementation of a National Academy for the Mathematical Sciences. We hope that the Academy will act as the focal point to facilitate links between academia, government, and industry.
We fully support the initial objectives of the Academy, particularly those that seek to promote mathematics’ role in the economy and in all our lives, and to develop strategies to boost maths skills and qualifications in people of all ages and backgrounds across the UK.
STEM Learning’s vision is to improve lives through STEM education. We are dedicated to empowering young people with the skills and knowledge they need to thrive through effective teaching and learning. We do this through a combination of our work at the National STEM Learning Centre, our Science Learning Partnerships and the National Centre for Computing Education (NCCE).
We welcome the Academy’s support for mathematics education and believe that mathematical education should play a large role within the proposed academy. As well as an understandable focus on university level mathematics and beyond, a National Academy for Mathematical Sciences should also represent those working within mathematics education across EYFS, Primary, Secondary and FE settings.
We believe that it is worth noting that not all mathematical education in schools occurs within the mathematics classroom - in particular how subjects such as science and computing can contribute to a young person’s mathematical skills. A new National Academy for Mathematical Sciences should look to work closely with other organisation in this area in order to meet shared objectives.
We also welcome the Academy’s aim to improve diversity in the mathematical sciences workforce. Our STEM Ambassador volunteers enable teachers and young people to create meaningful connections with employers through role models who volunteer; to develop a greater awareness of the application of mathematics and STEM-skills in careers and further study; and to bring a greater relevance to young people’s experience of education.
We were pleased that the Academy would work to ‘broaden the talent pool in UK mathematical sciences, increasing the number of women, increasing equality of economic opportunity, and moving the demographics of the mathematical sciences workforce closer to those they teach and empower’, as this aligns with our work in this area, such as the ‘I Belong: encouraging girls into computer science’ programme.
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