The Observatory for Mathematical Education: A Data-Driven Approach to Advancing Sustainable Development Goals in England

Executive Summary

The Observatory for Mathematical Education, established in 2023, is leveraging large-scale, longitudinal research to generate a robust evidence base for transforming England’s mathematical education system. The initiative directly addresses critical Sustainable Development Goals (SDGs), primarily focusing on SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 10 (Reduced Inequalities). By tracking 50,000 individuals over seven years, the Observatory aims to inform policy and drive systemic reforms that ensure inclusive, equitable, and high-quality mathematical education for all learners.

Systemic Challenges and Alignment with Sustainable Development Goals

Addressing SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities)

Mathematical education is fundamental for individual empowerment and national development, yet it is beset by systemic issues that impede progress toward key SDGs. These challenges include:

• Persistent Inequality: Long-established trends of inequality in mathematics education create significant barriers for many learners, directly contravening the objective of SDG 10 to reduce inequality within and among countries.
• Gender Disparity: A notable challenge aligned with SDG 5 (Gender Equality) is the lower participation rate of female students in mathematics beyond the age of 16 compared to their male counterparts.
• Policy Fluctuation: Shifting government priorities, from focusing on elite achievement to promoting early years equity, highlight the need for a consistent, evidence-based approach to achieve the targets of SDG 4 (Quality Education).
• Resource Constraints: Limited funding within one of the world’s largest education systems makes implementing meaningful, evidence-based change a significant challenge.

The Observatory’s Research Programme: Building an Evidence Base for Change

Longitudinal Study Design and Scope

To address the lack of clear evidence on effective policy interventions, the Observatory initiated the largest ever longitudinal research programme in mathematical education in England during 2024/25. The study is designed to provide comprehensive data to support the achievement of SDG 4 and SDG 10.

Initial data has been collected from three key cohorts who will be tracked for seven years:

1. 6,000 Reception year pupils (ages 4–5)
2. 27,000 Year 7 pupils (ages 11–12)
3. 7,000 Year 12 A-level pupils (ages 16–17)

The research examines the evolution of learners’ attitudes toward mathematics and correlates these with teaching pedagogy and parental perspectives. In total, 50,000 people across England have contributed data, forming a comprehensive evidence base for understanding the entire educational ecosystem from early years to postgraduate study.

Strategic Engagement and Policy Impact through Partnerships

Fostering SDG 17: Partnerships for the Goals

Recognising that data alone is insufficient to drive reform, the Observatory has established a clear strategy for communication and engagement with key stakeholders. This collaborative approach embodies the principles of SDG 17 (Partnerships for the Goals) to ensure research findings are translated into impactful policy and practice.

Key engagement activities include:

• Government and Policy Influence: The Observatory has submitted evidence to the government’s Curriculum and Assessment Review and has representation on its mathematics panel. A comprehensive state-of-the-nation review will be presented to system leaders.
• Collaboration with National Bodies: Data is being used by the National Academy for Mathematical Sciences to develop guidelines for the school-to-university transition.
• Review and Recommendations: A review of Department for Education (DfE)-funded specialist maths schools is underway, with findings to be presented at the Houses of Parliament.
• Early Years Education Development: A new early years education approach developed by the Observatory is being implemented through DfE-supported Early Years Strong Practice Hubs, targeting the foundations of learning in alignment with SDG 4.

Sustaining Momentum for Long-Term Impact

Commitment to Open Access and Future Outlook

The Observatory is committed to making its evidence publicly available to accelerate policy impact, prioritising this dissemination over traditional academic outputs. This strategy requires significant resources but is crucial for achieving systemic change. The project’s initial success has attracted further funding from private individuals, education charities, and research funders, ensuring its capacity to expand its work.

Positive feedback from partners, including a national charity and a participating primary school, validates the project’s organised and impactful approach. With at least six years remaining, the Observatory for Mathematical Education is positioned to make a sustained and influential contribution to resolving England’s educational challenges, advancing the nation’s progress toward the Sustainable Development Goals.

SDGs Addressed in the Article

SDG 4: Quality Education

• The article’s central theme is the improvement of mathematical education in England. The Observatory for Mathematical Education was founded to “inform policy and improve outcomes across England’s education system,” directly aligning with the goal of ensuring inclusive and equitable quality education.

SDG 5: Gender Equality

• The article explicitly identifies a gender disparity in education, stating that “female students are less likely to participate in maths education beyond the age of 16 than males.” The research aims to understand and provide evidence to address such inequalities, contributing to the goal of gender equality.

SDG 10: Reduced Inequalities

• The text highlights “long-established trends of inequality in mathematics education” and mentions a government focus on “encouraging all pupils to start school from a more equitable position.” The Observatory’s work to provide an evidence base for the entire system aims to address these disparities and promote equal opportunity.

SDG 16: Peace, Justice and Strong Institutions

• The article describes how the Observatory provides data-driven evidence to inform government policy. By submitting “evidence to the government’s Curriculum and Assessment Review” and sharing findings with the “Department for Education” and “Houses of Parliament,” it contributes to building more effective, accountable, and evidence-based policymaking institutions.

SDG 17: Partnerships for the Goals

• The Observatory’s success relies on extensive collaboration. The article mentions partnerships with “government, charities, schools, teachers, and parents,” as well as funding from “private individuals, education charities, and research funders.” This multi-stakeholder approach is the essence of SDG 17.

Identified SDG Targets

SDG 4: Quality Education

1. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • The Observatory’s longitudinal study tracks pupils in primary (Reception year) and secondary (Year 7 and Year 12) education to understand and improve learning outcomes in mathematics throughout their schooling.
2. Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education.
   • The article highlights a focus on “early years education” and notes that a new approach developed by the Observatory is being rolled out through “Early Years Strong Practice Hubs” to support educators.
3. Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education.
   • The research directly addresses this target by investigating why “female students are less likely to participate in maths education beyond the age of 16 than males,” with the goal of providing evidence to eliminate this disparity.

SDG 5: Gender Equality

1. Target 5.c: Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality.
   • By providing evidence on gender inequality in maths participation to policymakers and government bodies, the Observatory’s work supports the development of “sound policies” to address the issue.

SDG 10: Reduced Inequalities

1. Target 10.3: Ensure equal opportunity and reduce inequalities of outcome.
   • The fundamental mission of the Observatory is to understand the “long-established trends of inequality in mathematics education” to provide the evidence needed to reduce these inequalities of outcome and ensure more equitable opportunities for all students.

SDG 16: Peace, Justice and Strong Institutions

1. Target 16.6: Develop effective, accountable and transparent institutions at all levels.
   • The article explains that a “lack of clear evidence” makes change difficult. The Observatory strengthens educational institutions by providing a “data-driven analysis of mathematics education,” making policy development more effective and evidence-based.

SDG 17: Partnerships for the Goals

1. Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.
   • The Observatory is described as a collaborative initiative involving the University of Nottingham, government bodies (DfE), charities, schools, and private funders, exemplifying the multi-stakeholder partnerships this target promotes.

Implied and Mentioned Indicators

SDG 4: Quality Education

1. Indicator: Participation rates in post-16 mathematics, disaggregated by gender.
   • This is implied by the statement that “female students are less likely to participate in maths education beyond the age of 16 than males.” Tracking this rate is a direct measure of progress.
2. Indicator: Longitudinal data on student attitudes toward mathematics.
   • The article explicitly states the research will “examine how their attitudes toward mathematics evolve” over seven years, serving as a key indicator of engagement and educational quality.
3. Indicator: Number of pupils and individuals participating in the research.
   • The article quantifies the scale of data collection: “6,000 Reception year pupils,” “27,000 Year 7 pupils,” “7,000 Year 12 A-level pupils,” and “50,000 people across England have contributed data.”

SDG 16: Peace, Justice and Strong Institutions

1. Indicator: Number of evidence submissions and policy briefings to government.
   • The article mentions specific actions that can be counted as indicators of institutional engagement: “submitted evidence to the government’s Curriculum and Assessment Review,” findings to be “shared at the Houses of Parliament,” and a review “submitted to the Department for Education.”

SDG 17: Partnerships for the Goals

1. Indicator: Number and type of collaborating stakeholders and funders.
   • The article lists the partners involved: “government, charities, schools, teachers, and parents,” “private individuals, education charities, and research funders,” which serves as an indicator of the partnership’s breadth.

Summary of Findings

Source: nottingham.ac.uk