Welcome to our roundup of all things Cambridge Mathematics

A message from our Director

Dear reader

Marhaba,

This March, Cambridge Mathematics successfully concluded a major project where we examined the mathematics offerings in an education system and performed a deep analysis of the current state and the way forward. Our latest interactions with our partners in that project took place a couple of weeks ago, and some of them coincided with the International Day of Mathematics where Pi was in the spotlight, which was a tasty accident! Numeracy was among the components of the project, and that topic opened the door for many interesting discussions, especially relevant in this time and age. 

Let us start with what seems to be a basic question: what is 'numeracy'? Various definitions exist in literature, and different resources, organisations and education systems define it and approach it differently. Dictionaries include definitions like "ability to do basic mathematics" or "the ability to do arithmetic". Some entities see it as "having the confidence to use basic maths at work and in everyday life". Others perceive it as "the ability to add, subtract, multiply and divide". It is also viewed as "the ability to access, use, interpret and communicate mathematical information and ideas, in order to engage in and manage the mathematical demands of a range of situations in adult life". Each source seems to give a different definition, and while certain terms appear regularly like 'basic maths' (we will pretend that 'basic maths' is a perspicuous statement) and a focus on arithmetic or daily life situations is common to some, the lack of a shared understanding is evident. Though each system could and should bring their own perspective and context to such cross-curricular priorities, an effective approach to numeracy at school is surely dependent, at least as a starting point, upon a shared understanding that describes the scope, intention, and key skills and practices that define any numeracy-related goals. But beyond the various definitions that now exist, is numeracy in its current scopes and foci enough nowadays, and what does mathematics have to offer in a modern world that is getting more and more immersed in data and technology? Moreover, isn't it time that we start considering in parallel other types of literacy, and how to include them in our education offerings? Obviously, this requires a shift in content offered, skills nurtured, training provided, and much more, but it should not be an obstacle.  

Many examples come to mind, but let us start with data literacy: what role does statistics play? What can probability studies do? How can the interdisciplinary aspect of data science be highlighted? How can elements of data gathering, treating, safeguarding and using be introduced in curricula? Financial literacy is another one to consider: is talking about aspects of money and finances like we used to a couple of decades ago still enough? How to introduce blockchain, cryptocurrencies, and non-fungible tokens (NFTs)? How to highlight the online transactions and the cashless exchanges? Related to that, what about digital literacy? We are not only referring to using a computer, a calculator, or a smartphone. In a world where artificial intelligence (AI) is not a luxury anymore, where access to virtual reality (VR) is easier than before, where the rise of online content and social media is eclipsing physical books, and where the model of using languages at large is replaced by large language models (LLMs), an enhanced digital literacy approach is more than needed.  

Beside the above-mentioned literacies, and while considering the importance of looking for ways to develop them and identify the role of mathematics in them, other burning questions need answering. Is the traditional approach to content offerings in education systems still enough? Is the mathematics we currently teach helping students to face the challenges they are now encountering or will encounter in the future? Shouldn't we give climate education, environmental awareness and sustainability more time and space? The same could be said about wellbeing, mental health, access for all, creativity and innovation: shouldn't these topics figure in discussions around what developments are required in education?  

Looking at all the above, it is tough to imagine that mathematics education should remain untouched. Ultimately, it should focus on what a student needs to succeed and flourish in their daily life, both for today and for tomorrow; in any further education they might pursue; and in their future jobs, knowing that jobs in the upcoming years might be totally new! We must prepare learners for the new realities and life requirements, and we also have to prepare teachers and society as a whole. It will surely take time to adapt and rebuild the education models, but we need to make a start, and as soon as possible.  

In this newsletter, we are delighted to introduce a new product: CoffeePod! We know how much you like our Espressos, so we are working on this audio version of them. If you are interested in being part of this new adventure, please check the section below for details and get in touch. We also have for you an interview with Dr JoAnn Scales who faced our seven questions, and a blog by Darren who talks about statistical ways of seeing. We hope you enjoy reading our content while having a relaxing and fun break! 

Best wishes,

This project is connected with our Espresso publications. We know that many people enjoy podcasts and/or audio versions of documents, and we are also keen to create resources for those people who may not find our printed Espressos accessible. We are therefore getting together a focus group of teachers to develop and test CoffeePods (redesigned audio versions of Espressos), which we hope will result in widening the reach of Espressos and increasing their accessibility. 

We are interested in connecting with: 

• teachers with a wide range of needs and/or preferences, and different levels of engagement with research 
• anyone with expertise in audio accessibility 

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