''Making Mathematics Count'' is the title of a report on mathematics

education in the United Kingdom Education in the United Kingdom is a devolved matter with each of the countries of the United Kingdom having separate systems under separate governments: the UK Government is responsible for England; whilst the Scottish Government, the Welsh ...

(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 ga, Rialtas a Shoilse gd, Riaghaltas a Mhòrachd , image = HM Government logo.svg , image_size = 220px , image2 = Royal Coat of Arms of the United Kingdom (HM Government).svg , image_size2 = 180px , caption = Royal Arms , date_est ...

in 2002. The report recommended an increase in mathematics schooling and for statistics to be taught as part of the

natural sciences Natural science is one of the branches of science concerned with the description, understanding and prediction of natural phenomena, based on empirical evidence from observation and experimentation. Mechanisms such as peer review and repeat ...

rather than as a part of the mathematics curriculum.

Inquiry and report

''Making Mathematics Count'' is the title of a report on mathematics education in the

United Kingdom The United Kingdom of Great Britain and Northern Ireland, commonly known as the United Kingdom (UK) or Britain, is a country in Europe, off the north-western coast of the European mainland, continental mainland. It comprises England, Scotlan ...

(U.K.). The reportAdrian was written by Adrian Smith as leader of an "Inquiry into Post–14 Mathematics Education", which was commissioned by the

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.

Influence

The Smith report has influenced debate on U.K. educational policy.T. M. F. :

A particular concern of the report was where and how statistics should be taught: the report recommended that statistics should be embedded in application subjects and taught by teachers of those subjects where it is applied. The government decision was that statistics teaching should remain within the mathematics curriculum. A more recent report for the

Royal Statistical Society The Royal Statistical Society (RSS) is an established statistical society. It has three main roles: a British learned society for statistics, a professional body for statisticians and a charity which promotes statistics for the public good. ...

, The ''Future of Statistics in our Schools and Colleges'' retains this view.

Predecessor reports

The report's title recalls the Cockcroft report Mathematics Counts which addressed some of the same issues but was compiled 2 decades earlier, instigated by Callaghan and submitted under the Thatcher government.Cockroft report
''Mathematics Counts''
/ref>

Notes

References

* {{Mathematics in the United Kingdom Education reports of the United Kingdom government Mathematics education in the United Kingdom Mathematics education reform Statistics education