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Ask students 'what do you notice?' 'what do you wonder?' 'what is the story that this graph is telling?'

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This selection has been especially created to celebrate Maths Week England 2021 and each image is linked to climate change in order to mark COP26.

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New for Maths Week England 2021!

We'd love to see them on Twitter: #MathsWeekEngland #MWE21 .

Maths Week England 2020 resources

Using these resources

The idea behind this piece of work is to provide a structure for students which demonstrates that maths can be found all around them. It will help them see what that maths is and, by using photographs and pictures, encourage creativity. Using pictures to stimulate discussion and debate shows students that they can talk about maths and that maths is not always about right and wrong answers and written methods.
How to use the slides
The slides are designed for you to use as many or as few as you like and for as long or as short a time as you like. You might like to use them with your tutor group, in a maths lesson, another subject or even an assembly. The slides have been designed to be as flexible as possible. We suggest that resource A is suitable for years 5-8, resource B are suitable for years 7-10 and resource C is suitable for years 9-12, depending on the strengths and interests of your students.
Simply:

1. Choose a photograph and display it

2. Ask "Where is the Maths in that?"

3. Let the ideas flow!

Aim to show:

maths is all around us

maths is creative

maths is not always about being right or wrong

In order to promote discussion

Emphasise - Nobody can be wrong

It's just about explaining your thoughts

Note: There is a hidden slide after every photograph with suggestions of the maths in the picture but they are in no-way exhaustive! They also range in complexity and so you may consider some to be beyond what you would like to use with your students. Use as many or as few as you wish. Some of the slides also contain links for developing some of the ideas into longer activities or lessons.

Ideas: Consider what maths is used to model the situation in the photo. What maths might the people in the pictures need? Discuss what questions the photographs raise in the students' minds.

Going further: You might like to use your own photographs or encourage the students to provide their own photographs - especially ones where they think there is no maths involved and then the class can persuade them otherwise! You could print out some of the photos and use as a carousel activity. The students move around in groups with a few minutes at each picture to come up with ideas and then feedback as a class after each group has seen all the pictures.

Why not share that you have had a go at this resource? We'd love to hear how you got on - tweet from your school account and tag @Advanced_Maths and @Maths_Week . We hope you enjoy them.

These resources were designed as part of the AMSP's support for Maths Week England .

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We'd love to see them on Twitter: #MathsWeekEngland #MWE21 . The idea behind this piece of work is to provide a structure for students which demonstrates that maths can be found all around them. It will help them see what that maths is and, by using photographs and pictures, encourage creativity.

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Numeracy in the News from the Economist Foundation

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Numeracy in the News from the Economist Foundation

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The news is packed with numbers, statistics and data, but how should we interpret what we read? And how do we get to the real story behind the headlines? Download free, fact-checked teaching resources today to help your students explore how the media use numbers.

These schemes of work, one-off lessons and workshops help students to use their numeracy skills in real-world contexts and understand the link between numbers and the big issues that shape their lives.

Our resources encourage learners to:

Assess the truth of the headlines they read

Use statistics to support the arguments on either side of the debates

Problem-solve, using numeracy, to find workable solutions to the big issues

Help your learners develop their communication and critical-thinking skills, whilst boosting their knowledge of the issues that dominate the news cycle.

Each week, we publish news resources on breaking stories. Designed by teachers, these activities help students see beyond the headlines and discover the details which are needed to form accurate opinions. These can be used both in school and at home.

These resources are perfect to help support Core Maths. The expert answers (found in Projects) are a great support for any schools involved with the Maths for Girls programme.

If you like these, check out our other teaching resources in our resource library!

Numeracy resources

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The news is packed with numbers, statistics and data, but how should we interpret what we read? And how do we get to the real story behind the headlines? Download free, fact-checked teaching resources today to help your students explore how the media use numbers.

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Video and resource on critical analysis of headlines and voting systems

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Video and resource on critical analysis of headlines and voting systems

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Interpreting charts and data and creating your own hand drawn data visualisation

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The resources on this page provide opportunities for students to explore economic inequality data and graphs, and to consider how hand-drawn data visualisations can be used to tell a story with data. They also link to careers and highlight the importance of mathematical skills in Social Science.

These resources were produced in collaboration with The Equality Trust , which works to improve the quality of life in the UK by reducing economic and social inequality.

The activities are suitable for students of all ages in secondary school or college. There are four charts in the presentation and we suggest you focus on exploring one or two of these. The most accessible is the pie chart on income share in the UK, and the most challenging is the vertical grouped bar chart on wealth distribution to the world. You may like to use the activities in a maths lesson, a social science lesson, or as part of an enrichment activity.

Competition

Students can enter their visualisations into a competition we're running to celebrate Maths Week England 2021.
The deadline for submissions is Saturday 13 November 2021.
More information

This activity consists of:

1. An online pre-task which students can complete as homework (or in lessons if they have access to devices) before the first lesson. In the task, students will explore how wealth is distributed across the UK and the world, and the power of data visualisations. This short video shows you how to assign the task and view student responses. Please note that it is possible to do this activity on a phone but it will be more challenging due to the small screen.

2. A PowerPoint and accompanying worksheet for students to explore hand drawn data visualisations, get to know the income inequality data, get curious about it and have a data visualisation 'idea party'. We suggest that you just focus on one or two of the four charts with your class.

3. Four short videos in which Visual Storyteller, Catherine Madden, explains how she would begin to re-visualise each chart. In the videos, students will be invited to select one of their doodles from the 'idea party' to evaluate and refine. These videos are linked to in the PowerPoint above.

4. In addition, you may like to share the following videos with your class:

The Equality Trust on Income Inequality

An interview with Wanda Wyporska

Watch video ‌

Catherine Madden Visual Storyteller

An interview with Catherine on her career and why maths is so useful for it

Watch video ‌

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Visualising inequality (by hand) resources

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The resources on this page provide opportunities for students to explore economic inequality data and graphs, and to consider how hand-drawn data visualisations can be used to tell a story with data. They also link to careers and highlight the importance of mathematical skills in Social Science.

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Desmos online activity on food's carbon footprint

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Desmos online activity on food's carbon footprint

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Project in citizenship and mathematics - aimed at 10-12 year olds

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Project in citizenship and mathematics - aimed at 10-12 year olds

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Sarah Ainslie

This activity is designed to build a learning group where everybody matters and everyone has an equal role to play. It offers an embodied experience of multiples and factors, common multiples, primes and co-primes.

Magic squares have been created and used by many different cultures since ancient times. They have a beauty and symmetry that can give satisfaction to those who enjoy solving puzzles. They can also give important messages about balance and interdependence and have led to applications in various areas of life.

Colin Jackson

The activity explores the history of European colonisation through studying maps and globes. The ways in which representations can intentionally or otherwise mislead is addressed.

"Dominoes" by Kristy Johnson is licensed under CC BY-NC-ND 2.0

This activity creates spaces, inside and outside the school context, for children to collaborate and share experiences amongst themselves and with others through playing mathematical games or making mathematical crafts. The game or the craft becomes a way to access the complexity of living together in the urban landscape; and the mathematics of the game or the craft becomes a way of signifying connections between words, bodies and algorithms.

by kent_eh is licensed under CC BY-NC-SA 2.0

This activity supports a discussion amongst children with teachers about crisis and solidarity in the local setting and how it relates to economic crisis in society. The activity is grounded in classroom based group work and aims to support children and teachers in a collaborative project that critically explores the use of mathematics.

The activity supports the development of geometric understanding through the use of two dimensional shapes in cultural and religious symbolism and though their use in architecture, particularly in the use of tiling. Throughout there are opportunities for exploring how symbolic representations are underpinned by ideas and beliefs.

The students get into the topic of ratios based on the distribution of land use patterns in different countries. Also, the climatic and geographical differences in terms of land use are addressed. They work with data and get to know advantages and disadvantages of simplifications and modelling.

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Sarah Ainslie This activity is designed to build a learning group where everybody matters and everyone has an equal role to play. It offers an embodied experience of multiples and factors, common multiples, primes and co-primes. Magic squares have been created and used by many different cultures since ancient times.

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frameworks and Maths lessons to help teachers unpack contemporary global issues. Using the Sustainable Development Goals as a starting point the resources address global challenges such as Climate Change, Gender Equality, Migration, International Inequalities and Intercultural Understanding and many more.

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Global Learning Lessons | Maths - Leeds DEC

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frameworks and Maths lessons to help teachers unpack contemporary global issues. Using the Sustainable Development Goals as a starting point the resources address global challenges such as Climate Change, Gender Equality, Migration, International Inequalities and Intercultural Understanding and many more.

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Stats lessons in context of social issues

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Stats lessons in context of social issues

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US based

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Several of the most important and relevant lessons in Skew The Script's AP Statistics curriculum.

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Lesson - teaching with the data of economic mobility

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Lesson - teaching with the data of economic mobility

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Before students begin exploring the data, ask them to record some of their intuitions about the question above. For example, what are students' estimates about the following:

* What percentage of poor boys do students believe will escape poverty in adulthood?
* Do they think that poor boys and poor girls have an equal chance of improving their economic status?
* How will poor children from different races compare?

Estimating these percentages before the investigation begins helps establish context for later findings. In addition, these estimates create opportunities for potential discussion about the differences between our prior beliefs and what the data suggests.

The data collection work can be divided up among individuals or small groups. Each group can be assigned one or two specific categories, like "Hispanic children" or "Asian-American boys," and then can use the data visualization tool to find and record the data. Students can compare each group with itself (by selecting the same group twice in the tool) for a simpler visual result, or they can compare two groups at once and collect two sets of data. For consistency in the initial project, have each group select "poor" households, "household" incomes, and "all kinds of mothers, including immigrants."

Students can then watch the animation as the data on their selected groups is displayed. It takes around a minute for the animation to finish and display the final data, at which point the percentages of children who ended up as poor, lower-middle-class, middle-class, upper-middle class and rich adults will be displayed at the right. Have students record all the data on their selected group or groups.

After the data has been collected, have students compute the percentage of poor children in their category who end up improving their economic status as adults. This will be the sum of the percentages of the other categories: lower-middle-class, middle-class, upper-middle-class and rich. (Or equivalently, 100 percent minus the percentage who remain poor as adults.) This percentage is a simple measure of upward economic mobility: It is the likelihood that a child from a given background will be better off economically in adulthood.

Once students have collected and computed these numbers for each category represented in the study, post the full results for the class to examine. Have students compare and contrast the various data, and have them write down any questions they have. For example:

* Why are some categories more likely than others to improve their economic status?
* Why are the percentages different for girls and boys?

Have the students revisit their initial intuitions for further comparisons: In what ways did the data meet, or defy, their expectations? What does the data have to say about America as the land of opportunity?

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Moving On Up: Teaching With the Data of Economic Mobility (Published 2018)

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Before students begin exploring the data, ask them to record some of their intuitions about the question above. For example, what are students' estimates about the following: * What percentage of poor boys do students believe will escape poverty in adulthood?* Do they think that poor boys and poor girls have an equal chance of improving their economic status?* How will poor children from different races compare?

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What's going on in this graph?

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What are the leading causes of death for white and Black Americans? Why is there a gap in mortality rates?

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

This graph shows the gap between Black and white mortality rates in 2018 for the top 15 causes of death in the United States. The horizontal axis shows the difference in mortality rates for each cause of death. The width of each bar represents the combined mortality rate for Black and white people. The mortality rates are expressed as deaths by cause per 100,000 people.

The graph appeared elsewhere on NYTimes.com.

By Friday morning, Jan. 22, we will reveal the graph's free online link, additional background and questions, shout-outs for great student headlines, and Stat Nuggets.

After looking closely at the graph above (or at this full-size image), answer these four questions:

The questions are intended to build on one another, so try to answer them in order.

2. Next, join the conversation online by clicking on the comment button and posting in the box. (Teachers of students younger than 13 are welcome to post their students' responses.)

3. Below the response box, there is an option for students to click on "Email me when my comment is published." This sends the link to their response which they can share with their teacher.

4. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the "Reply" button to address that student directly.

On Wednesday, Jan. 20, teachers from our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time.

5. By Friday morning, Jan. 22, we will reveal more information about the graph, including a free link to the article that included this graph, at the bottom of this post. We encourage you to post additional comments based on the article, possibly using statistical terms defined in the Stat Nuggets.
We'll post more information here on Thursday afternoon. Stay tuned! More?
* See all graphs in this series or a slide show of 60 of our favorite graphs.

* View our archives that link to all past releases, organized by topic, graph type and Stat Nugget.

* Learn more about the " Notice and Wonder" teaching strategy and how and why other teachers are using this feature from our on-demand webinar.

* Sign up for our free weekly Learning Network newsletter so you never miss a graph. Graphs are always released by the Friday before the Wednesday live-moderation to give teachers time to plan ahead.

* Go to the American Statistical Association K-12 website, which includes teacher statistics resources, professional development opportunities, and more.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

UPDATED: JAN. 21, 2020

This graph appeared in the Aug. 16, 2020 opinion article " Racism's Hidden Toll." This graph shows the gap between Black and white mortality rates in 2018 for the top 15 causes of death. The horizontal axis shows the difference in mortality rates for each cause of death. The width of each bar represents the combined mortality rate for Black and white people. The mortality rates are expressed as deaths by cause per 100,000 people. The article has two other graphs that are other ways to show the mortality gap between Black and white people for the years 1900 to 2018.

What is the cause of these significantly different health outcomes? The New York Times article cites Jay Pearson, an assistant professor of public policy at Duke University, who says the difference in health outcomes cannot be completely explained by genetics, income, education and behavior. "What we're really talking about is structural racism," concludes Dr. Pearson. The article explains in more depth how researchers came to this conclusion.

These graphs only include data for 2018. Regarding the Covid-19 pandemic, the article states that "Black people are three times more likely than white people to contract the coronavirus, six times more likely to be hospitalized as a result and twice as likely to die of Covid-19." Some reasons for this difference include that proportionately more Black people than white people have jobs that limit their ability to socially distance, live in overcrowded housing that may be closer to environmental hazards, and have more limited health care.

Study the graph. Read the article. Read some of the 274 comments, especially the Reader and NYT Picks. What do you think about the disparate health outcomes of Black and white people? What could be done about this?

Here are some of the student headlines that capture the story of these maps: "Inequality in Life, Inequality in Death" by Paul of Memphis and "Differences in Death Rates: The Race Gap" by IMEG of Eden Prairie, Minnesota.

You may want to think critically about these questions:

Learn more about the disparity in health between Black and white people by reading the article and examining its graphs. Also, read some of the 274 comments for The New York Times readers, especially the Reader Picks, NYT Picks and NYT Replies and the replies to these responses. What other insights about the gap between Black and white deaths do you have from these responses?

This graph is a bar mekko chart. (See the below Stat Nugget.) Like a bar chart, the numerical value associated with each value of a categorical variable is represented by the length of the bar. But, there is a second variable that is represented by the width of the bar. The length and the width of the bars should be considered separately. The area of the bar has no meaning. For this graph, what does the length of the bar mean? What does the width of a bar mean? Explain what the heart disease bar tells you about mortality.

Here is the data that was used for the heart disease bar.

Number of white people: 197,000,000

Number of Black people: 40,000,000

Number of white people heart disease deaths: 333,000

Number of Black people heart disease deaths: 83,000

What other type of graph could have been used to compare the impact heart disease has on Black and white people? Try a few different types of graph. Which best shows the overall death rate and the gap? Remember that the above graph uses data per 100,000 people.

Next week's graph on electric cars will be released by Friday, Jan. 22 with live-moderation on Wednesday, Jan. 27. You can receive the 2020-2021 "What's Going On In This Graph?" schedule by subscribing here to the Learning Network Friday newsletter. Keep noticing and wondering.

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To see the archives of all Stat Nuggets with links to their graphs, go to this BAR MEKKO CHART .
A bar mekko chart is a bar chart with variable bar widths. Both bar charts and bar mekko charts show numerical values associated with the categories of a categorical variable. For a bar chart, the value is often (but not always) the frequency of occurrence in a categorical data set and the bars all have the same width. A bar mekko chart adds information on an additional variable that is represented by the width of the bars. The width of the bar shows the relative importance of each bar.

In the Mortality by Race graph, the categories are the top 15 causes of death. The two variables for each of the causes are the gap in the death rate between Black and white people per 100,000, represented by the bar length and the death rate for Black and white people per 100,000, represented by the bar width. The length of the heart disease bar shows that Black people have more than 40 deaths per 100,000 more than white people. The width of the bars clearly show that heart disease is the top cause of death. The area of the bars has no meaning. However, the order of their areas from largest to smallest, does show the relative number of deaths for each cause of death.

Rate is the count of some characteristic of a group divided by the total number of members in the group or the total value of a group. Rates can be expressed as percentages, decimals, fractions, or per capita values. Rates, rather numbers, are often used to make more meaningful comparisons between diverse groups.

In the Mortality by Race graph, the deaths by cause are expressed as rates rather than numbers. Because there are about 200 million white people but only about 40 million Black people, you would expect more white people deaths by cause. But if the deaths are converted to the number of deaths per 100,000 people, we can compare deaths for the same 100,000 population size. In addition, for this graph, rates are adjusted for age, so the two groups have the same age distribution.
The graphs for "What's Going On in This Graph?" are selected in partnership with Sharon Hessney. Ms. Hessney wrote the "reveal" and Stat Nuggets with Roxy Peck, professor emerita, California Polytechnic State University San Luis Obispo, and moderates online with Dashiell Young-Saver, a high school statistics teacher in San Antonio and data science graduate student at Harvard. He is the founder of Skew The Script, which provides relevant math and statistics curriculum to teachers.
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What's Going On in This Graph? | Mortality by Race (Published 2021)

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What are the leading causes of death for white and Black Americans? Why is there a gap in mortality rates? Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

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What's going on in this graph?

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These graphs only show the most recent statistics for the percentage of players and coaches who self-report as persons of color. The statistic here is of "persons of color" which includes anyone who self-reported as other than white. Persons of color may include Black people, Latinos, Native Americans, Asians, Pacific Islanders, Middle Easterners and multiracial individuals. The statistic is a measure of diversity. The article explains how each league has tried to increase their diversity.

You may want to ask yourself: Why are leagues focusing on racial diversity of team leadership? Have they been successful in diversifying? What percentage of coaches of color would be considered desirable?

Here are some of the student headlines that capture the stories of these graphs: "Sports: Diversity or Lies on Head Coaches of Color? The Color Spectrum in Sports" by Rosa of Los Angeles, "Behind the screen. Is it really diverse in the front office?" by Liam, Chen, and Alex and "The Colour of Sports" by Madison and Kai, both of Winnipeg, Manitoba, Canada, "The Roles People of Color Hold in Sports Leagues" by Lauren of Academy of Saint Elizabeth in Morristown, New Jersey, and "The Divide in Diversity: The Gap Between Diverse Athletes and Coaches" by OBBI of Eden Prairie High School, Minnesota.

You may want to think critically about these questions:

Notice the diversity in the players and in the coaches.

What can you say about diversity within a league for players and coaches?

What about the diversity for players and coaches among leagues?

Included in the article " In 30 Years, Little Progress for U.S. Sports Leagues on Leadership Diversity " are discussions of the diversity efforts of each league and more graphs.

What additional statistics are represented in these graphs? Explain what insights you gain from these graphs.

There have been several diversity initiatives for team leadership by league: National Football Leagues' Rooney Rule in 2003, National League Soccer's Coaching Diversity Initiative in 2007, and Major League Baseball's Selig Rule in 1999. Compare what you notice about diversity in each league before and after the initiatives. Have the initiatives been effective in diversifying their league?

If you had the data of the number of players, coaches, managers and owners of color by league by year, how else could you display this data? Compare your data visualization to the graphs in The New York Times.

To see the archives of all Stat Nuggets with links to their graphs, go to this SEGMENTED BAR GRAPH .
The next graph on premature deaths in the United States resulting from air pollution will be released by Friday, Feb. 5 with live-moderation on Wednesday, Feb. 10. You can receive the 2020-2021 "What's Going On In This Graph?" schedule by subscribing here to the Learning Network Friday newsletter. In the meantime, keep noticing and wondering.

________
The graphs for "What's Going On in This Graph?" are selected in partnership with Sharon Hessney. Ms. Hessney wrote the "reveal" and Stat Nuggets with Roxy Peck, professor emerita, California Polytechnic State University San Luis Obispo, and moderates online with Corey Andreasen, mathematics teacher at the American School of the Hague, the Netherlands.
A segmented bar graph is a graph of categorical data that makes it easier to make visual comparisons of the relative sizes of the individual subcategories. The entire bar represents 100 percent of the data. The subgroups are shown as segments of the bar that are proportional to their percentage of the data. The subgroups can more easily be compared if the segmented bar graphs are stacked.

In the Professional Sports By Race graph, the bars represent 100 percent of the players and 100 percent coaches (or managers in baseball) for each of five professional leagues. The graphs are stacked by league in order to make it easy to compare players and coaches within each league. Comparisons across leagues would be easier if all of the players' graphs were stacked vertically and all of the coaches' graphs were stacked vertically. Instead, the percentages are shown on the bars. Players and coaches self-report themselves as either "of color" or "not of color," the only two subgroups in the survey. The data may not include all league members and may not account for people who identify with two or more races.

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What's Going On in This Graph? | Diversity in Professional Sports

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These graphs only show the most recent statistics for the percentage of players and coaches who self-report as persons of color. The statistic here is of "persons of color" which includes anyone who self-reported as other than white. Persons of color may include Black people, Latinos, Native Americans, Asians, Pacific Islanders, Middle Easterners and multiracial individuals.

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Resources for teaching about race and racism with the NYT

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Resources for teaching about race and racism with the NYT

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Resources for Teaching About Race and Racism With The New York Times (Published 2021)

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A curated collection of over 75 lesson plans, writing prompts, short films and graphs relating to racism and racial justice.

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On Demand webinar - talking about race and racism in the classroom with NYT

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On Demand webinar - talking about race and racism in the classroom with NYT

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Our students are living through history, from the protests following the killing of George Floyd while in police custody to the insurrection at the Capitol, all while dealing with a deadly pandemic that has disproportionately affected Black and brown communities. Though stories of police brutality and racial inequality are not new, the events of the last year have amplified the call to educators to create safe spaces for students to have critical conversations about race and racism. Navigating these conversations can be challenging. If you are struggling with where to start, or where to go next, you are not alone.

During this webinar, educators will share their experiences and advice on talking about race and racism in the classroom and discuss why these conversations matter. Learning Network editors will provide guidance on how to use authentic sources, from The New York Times and elsewhere, to make meaningful connections by grounding conversations in historical and current events, as well as students' experiences. We hope you will walk away with practical strategies and resources to prepare yourself and your students to engage critically with issues that are important to them and to the future of our society.

CTLE credit is available for New York educators. All participants will receive a certificate of completion.

Resource List: In this PDF you can find links to all the resources we discuss in this webinar.

Original Webinar: You can watch the original, unedited webinar here and download a professional development certificate at the end. The webinar is free, but registration is required.

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On-Demand Webinar: Talking About Race and Racism in the Classroom Using The New York Times

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Our students are living through history, from the protests following the killing of George Floyd while in police custody to the insurrection at the Capitol, all while dealing with a deadly pandemic that has disproportionately affected Black and brown communities.

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Includes activities on voting systems, medical screening, scams and misleading headlines

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The Critical Maths project aimed to build on the ideas of Professor Sir Timothy Gowers to develop a suitable mathematics-based curriculum for post-16 students who had succeeded at GCSE but were not intending to take A level Mathematics.

Background

Research published by the Nuffield Foundation in 2010 showed that levels of participation in maths education post-16 in England were significantly lower than in other developed countries, and reports from the Advisory Committee for Mathematics Education in 2011 highlighted the need for more young people to learn maths to a higher level in order to meet the needs of industry and higher education.

To increase the level of participation, a new curriculum was needed, suitable for students who have achieved a standard pass in GCSE Mathematics.

Funding

The DfE funded MEI to investigate how Professor Sir Timothy Gowers's ideas might inform a curriculum that could become the basis of a new course for students who do not currently study maths post-16.

Activities

Our work included the following aspects:

Consulting with higher education, employer organisations, learned societies and professional bodies across a range of disciplines and an advisory group of experts to develop a suitable curriculum. The curriculum was based on students engaging with realistic problems and developing skills of analysing problems and thinking flexibly to solve them. Careful consideration was given to the kinds of problems which would be appropriate for the students to work on, with a particular emphasis on the kinds of situations which might come up in a conversation with friends.

Developing teaching and learning resources which were trialled in schools and colleges. The purpose of this trialling was to refine the resources to ensure that they worked as intended and were engaging to the target audience.

Developing and trialling a suitable assessment methodology to enable the curriculum to be assessed in a way that encourages the development of transferable mathematical and statistical problem-solving skills. Such problem-solving skills are highly valued by higher education and employers.

Developing a professional development programme to introduce teachers to teaching starting from a context and steering discussions to maximise learning. These approaches were also being used in Japan and in the Netherlands. Professor Gowers stressed the importance of this in his blog.

Access to the classroom-trialled resources produced through this work is available through a guest-login to Integral resources:

"The main point is one I've basically made already: the discussions should start from the real-life problem rather than starting from the mathematics. Pupils should not feel that the question is an excuse to force some mathematics on them: they should be interested in the question and should feel the need for the mathematics, the need arising because one can give much better answers if one models the situation mathematically and analyses the model." Professor Sir Timothy Gowers, Gowers's Weblog

Impact

This curriculum development work, together with the Integrating Mathematical Problem Solving project findings was made available to inform awarding bodies' development of the new Core Maths qualifications, designed for students who have passed GCSE Mathematics but who do not intend to pursue a strongly maths-related discipline in higher education or employment. Core Maths qualifications were taken by over 12,000 students in 2021. The potential cohort is over 250,000 and the long-term aim is that over 100,000 students will take Core Maths qualifications each year.

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Critical Maths: A maths-based thinking curriculum for Level 3 (2012-2015) - MEI

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The Critical Maths project aimed to build on the ideas of Professor Sir Timothy Gowers to develop a suitable mathematics-based curriculum for post-16 students who had succeeded at GCSE but were not intending to take A level Mathematics.

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Carbon footprint of our food online activity

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Carbon footprint of our food online activity

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Shared by @Littlemissmath5

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Black history month Desmos research project for students

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Black history month Desmos research project for students

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Students will research a black mathematician and share their findings with the class!

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Share your contact information with us and we will notify you when new lessons are posted. This will also give you access to any materials we make that are not available to students (requires verification of your school email address). Currently, there are several new problems designed for online

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High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice with Berry, Conway, Lawler, and Staley podcast

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High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice with Berry, Conway, Lawler, and Staley podcast

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Eva Thanheiser, Dusty Jones, Joel Amidon

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July Summer Book Club - High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice with Berry, Conway, Lawler, and Staley

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Wrapping up the July edition of our Teaching Math Teaching Podcast Summer Book Club with a conversation about the book High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice with the book's lead authors, Robert Q. Berry III, Basil M. Conway IV, Brian R. Lawler, and John W.

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Shout Out UK Media Literacy/Critical analsyis resources

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Shout Out UK Media Literacy/Critical analsyis resources

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Now more than ever, media literacy (the ability to critically analyse information) is critical for our democracy to function. This video explains the difference between Misinformation, Disinformation and Malinformation!

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FREE Media Literacy Resources - Shout Out UK

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Now more than ever, media literacy (the ability to critically analyse information) is critical for our democracy to function. This video explains the difference between Misinformation, Disinformation and Malinformation!

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@geography_paul collection of resource and support

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@geography_paul collection of resource and support

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Climate Breakdown scheme of work - section 4 useful for maths classroom

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Take inspiration from the world's first Climate Breakdown scheme of work which has now been downloaded more than 7000 times around the world. 14 lessons exploring the science of climate change, discussing broad societal questions and culminating in a debate.

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Our Aims

The AMSP aims to increase participation in Core Maths, AS/A level Mathematics and Further Mathematics, and improve the teaching of these level 3 maths qualifications.

The programme prioritises support for state-funded schools and colleges in areas of low social mobility so that all students - whatever their ethnicity, gender or background - can have access to high quality teaching and choose their best post-16 maths pathway.

The resources, links and events below have been gathered together to support maths teachers as they plan learning opportunities for Black History Month.

In previous years, October has been one of the few times of the year when there is a focus on the achievements of black people in Britain. The events of 2020 suggest that this is not enough - black history cannot just be covered in one month of the year. However, Black History Month 2020 can be a time for schools and college communities to come together and to learn lessons from the past for the present and the future.

Teaching and Learning Activities

Data Science Activities

Events

Raising Aspirations

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The AMSP aims to increase participation in Core Maths, AS/A level Mathematics and Further Mathematics, and improve the teaching of these level 3 maths qualifications. The programme prioritises support for state-funded schools and colleges in areas of low social mobility so that all students - whatever their ethnicity, gender or background - can have access to high quality teaching and choose their best post-16 maths pathway.

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Desmos activity inspired by Equality Trust resources

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This activity has been designed to follow Equal Pay and needs approximately 2 lessons. It explores world income inequality, UK income inequality, the Gini coefficient and the possible links with happiness. Students are also invited to consider solutions to these problems. It is aimed at 14+ and could be used in L3 Core Maths, Citizenship, Social Science etc.

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Materials have been adapted from Equality Trust schools resources

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This resource has been taken from: https://www.equalitytrust.org.uk/equalpay50/schools-resources and adapted for use remotely. Some graphs have been added from the ONS (https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/earningsandworkinghours/bulletins/genderpaygapintheuk/2019). There is quite a lot of material here so you made need to do this over two lessons or remove some of the slides if you are short on time.

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Toolkit for “Mathematics in Context: The Pedagogy of Liberation”

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Toolkit for “Mathematics in Context: The Pedagogy of Liberation”

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Toolkit for “Mathematics in Context: The Pedagogy of Liberation”

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This toolkit will help educators consider how to “humanize math” using Learning for Justice’s Social Justice Standards. It provides opportunities for reflection and examples of real-world applications.

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Crime, social attitudes data activities

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Using real research data

Use real research data to bring social science learning to life.

Most of our data collection can be used in teaching. We also have dedicated teaching datasets and resources to support teaching and learning.

This section gives information about accessing and sharing data for teaching, teaching datasets, and resources.

Looking for ways to bring more data into the classroom? For an overview, view our brochure on Data-driven learning and teaching (PDF).

Looking for what's available for students?

Accessing and sharing data for teaching

Arrangements for using data for teaching and learning depend on the licence terms and conditions. In most instances, you can use data classed as open or safeguarded but there are steps to follow when sharing data with learners. Special licence and controlled data cannot be used for teaching and learning.

Our Accessing and sharing data for teaching information sheet outlines everything you need to know.

Teaching datasets

Our teaching datasets

Our teaching datasets are based on real data but in a more accessible form for teaching.

You can search for teaching datasets in our Data Catalogue.

Our collection of teaching datasets include:

Simplified data from major UK surveys including the British Social Attitudes Survey and the Crime survey for England and Wales

Qualitative teaching files

Data for teaching themes.

Open access

We have a small number of Open access datasets available for teaching that can be used without registration or authentication, including open data from key UK Surveys (PDF).

Nesstar

Use our Nesstar catalogue to explore survey data without downloading data or using statistics software.

Make your own

You can also make your own teaching datasets using data from the UK Data Service, click below for more information.
Making your own dataset

Teaching resources: qualitative data

The UK Data Service has put together teaching resources exploring how qualitative data can give detailed insights into social life and illuminate lessons about research.

Some are based on a single collection and help to break down key theoretical perspectives. Others incorporate excerpts from a range of collections to compare different ways of doing research.

All teaching resources come with background information about the topics covered, snippets of real data from our collections, discussion questions, and further observations and notes to help aid discussions.

These teaching resources can be used in a classroom or in self-directed study. All of the materials needed to complete the activities are contained within the resource. If you wish to examine any of the collections mentioned within the resource in more detail, you can download the dataset through our Data Catalogue.

Teaching resources: quantitative data

We have a range of resources to support the teaching and learning of quantitative data analysis.

Data Skills Modules

Designed for self-study, the Data Skills Modules provide a valuable resource for teaching. There are modules on survey, longitudinal and aggregate data and topics covered include sampling, survey weights, bivariate analysis and mapping data.

Students can access all elements of the resource freely and lecturers can signpost to specific sections including the supporting playlists on our YouTube channel.

Teaching ideas

Our Teaching ideas are short guides to help plan teaching on data analysis skills. You can find ideas for a research question to frame the analysis along with details of a dataset and variables to use. There is a list of potential exercises for students and a snapshot of the results.

Quantitative Methods e-books

Our Quantitative Methods e-books include worksheets and quizzes for direct use in teaching or student self-study. Using an open access version of the Living Costs and Food Survey, they offer an introduction to quantitative methods and SPSS. Topics include descriptive statistics, correlation, regression and multiple regression.

Using survey data

The Using survey data guide is for those starting out on small research projects and dissertations. From research questions to presenting results, the guide offers advice, worksheets for getting started, and questions to think about through the research process. Access the guide and accompanying worksheets from our Resources for dissertations web page.

Teaching resource: 1970 British Cohort Study Malaise Inventory

Using one of the cohort studies, the Teaching resource: 1970 British Cohort Study Malaise Inventory (PDF) is a step-by-step resource focusing on psychological distress or depression in teenagers and adults. It includes an introduction to the data and data analysis exercises using SPSS.

Recommended resources (external)

Looking for more? Visit our list of external resources for teaching and learning about quantitative data and methods.

Got any great ideas you'd like to share with others?

We are interested in sharing ideas and good practice. Please get in touch if you would like to share case studies, ideas or resources. We acknowledge all contributions and we promote their use through various networks.

Teaching resources: data management

Our resources relating to data management include tools and templates and training exercises.

We are looking at how we can introduce students to the data and the data skills needed to help understand the world we live in.

Our extensive collection of data provides unique insight into society and can support learning in relation to social science subjects as well as mathematical and data skills.

Below we provide links to freely available resources based on our data, some made by us and some made by other organisations. This is work in progress and we'll be adding more soon.

Resources for schools

Schools are free to use our Britain by numbers teaching resources. The interactive activities can support teaching and learning in both social sciences and maths.

Visit Edinburgh Q-Step Centre's website for Scotland by Numbers interactive teaching resources looking at social and demographic trends in Scotland.

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This site uses cookies Some of these cookies are essential, while others help us to improve your experience by providing insights into how the site is being used. For more detailed information please check our Cookie notice Necessary cookies Necessary cookies enable core functionality. This website cannot function properly without these cookies.

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Equality trust school resources on income inequality

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Equality trust school resources on income inequality

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As part of our #EqualPay50 campaign, we are engaging young people (aged 14-18) on the issue of gender pay inequality by working in partnership with schools, unions and education networks to deliver a series of interactive lessons on income inequality, equal pay, and the gender pay gap. Find out more in this short overview of the resources.

Lesson plans and teaching resources

Lesson 1: The history of equal pay in the UK
This lesson enables learners to understand the context in which events in the UK and around the world paved the way for equal pay legislation in the UK, in addition to defining what equal pay is. Students will also explore what constitutes "work of equal value" in UK law.

Lesson 2: What is the gender pay gap?
This lesson will define the gender pay gap (in relation to unequal pay), exploring the reasons why pay inequality has emerged and the extent of the problem in the UK. Learners are encouraged to explore the potential causes of gender pay inequality, and consider the implications of the gender pay gap for their own futures.

Lesson 3: The impact of income inequality
This lesson enables learners to critically engage with data on the effects of income inequality, as it relates to both individuals and the incidence of health and social problems within society. Following on from the previous lesson on the gender pay gap, learners will recognise the impact of women's sustained low pay on their experiences of poverty and deprivation.

Lesson 4: How do you solve a problem like unequal pay?
This lesson enables learners to explore the possible future of equal pay, discover some of the possible solutions that have been advanced by more gender-equal countries, and consider what actions need to be taken by the Government, businesses and individuals to ensure equal pay for women.

Evaluation, feedback and parental consent

Your feedback is so important in ensuring we can continue to improve these resources and make them even better for future students.

By using our resources, we expect teachers to embed feedback into their lessons planning in the following ways:

* Shortened links to all online student feedback forms are included within each of the teachers' presentations.

Feedback can be collected from students in whatever way a teacher finds most appropriate for their class. For instance, we recommend that if the lessons are undertaken in quick succession (e.g. one lesson per day within one week), the evaluation can be done at the end of the course, with schools combining the feedback forms into one form. However, if lessons are to be spread out (e.g. one lesson per week over the course of four consecutive weeks), we ask that learners fill in a feedback form at the end of each lesson. Teachers are also welcome to undertake class feedback/reflection if that is preferred.

Online Google forms are our preferred method for collecting and analysing student feedback. However, we understand that not all schools or students will have access to the necessary devices in their classes, so there are also paper forms linked above that teachers can print out and send to us in the post, if this is not an option.

The Equality Trust is happy to collate your school feedback and provide you with a summary of students' learning for your own evaluation purposes.

Support for teachers

We know that young people have a lot of questions! So we've pulled together a glossary resource for teachers on the course, to help you feel confident about definitions and answering any questions that may come up.

Please let us know if you think there is anything missing from the document.

How can you teach these lessons at your school?

We welcome any teachers (or parents/carers who are homeschooling) to use the resources, and adapt them as they see fit.

We do ask that you let us know you are using them (please send details of the name and location of your school, number and age of students involved, and which lessons you have used to info@equalitytrust.org.uk), and that you undertake the feedback with both students and teachers, so that we can review and improve the lessons and report the impact of this project to our funders.
We encourage anyone (teachers, headteachers, school governors, parents, and students) to contact the member of staff in charge at your school and ask them about using the lessons.

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As part of our #EqualPay50 campaign, we are engaging young people (aged 14-18) on the issue of gender pay inequality by working in partnership with schools, unions and education networks to deliver a series of interactive lessons on income inequality, equal pay, and the gender pay gap.

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Maths resoruces from Entry level to Level 3 and also a guide to support staff in developing their own resources. These were developed by Grimsby institute with ETf funding in 2020.

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British values maths resources and guidance from Entry level to level 3

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Maths resoruces from Entry level to Level 3 and also a guide to support staff in developing their own resources. These were developed by Grimsby institute with ETf funding in 2020.

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Interpreting Graphs and Estimation-powerpoint version

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Resources to demonstrate climate impact of fast fashion

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Resources to demonstrate climate impact of fast fashion

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Based on Christmas Jumpers but could change to other items of clothing.

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Increasing participation in Core Maths, AS/A level Mathematics and Further Mathematics

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Register with AMSP to get access to free Integral Core Maths Resources

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Register with AMSP to get access to free Integral Core Maths Resources

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Useful for Personal Finance, growth and decay, statistics and percentages

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Register your school or college with the AMSP

Has your school or college registered with the AMSP? It's free and provides lots of benefits.

You'll receive a free basic subscription to Integral® to enable you to access high-quality resources to support your teaching and learning, including materials for:

all of AS/A level Further Mathematics, tailored to the specification followed

Core Maths

AQA Level 2 Certificate in Further Mathematics

OCR Level 3 FSMQ in Additional Mathematics

Sixth Term Examination Paper (STEP)

By registering your school or college, you will also have the opportunity to let us know what support you may need in the coming academic year and take advantage of AMSP tuition services for Core Maths and Further Mathematics.

Stay Informed

By signing up to Stay Informed mailing list, you will be invited to participate in our events, which include professional development and student enrichment activities, and notified of new resources when they are available.

Skip to content

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Has your school or college registered with the AMSP? It's free and provides lots of benefits.

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Graphs, maps and charts from The Times -- and an invitation to students to discuss them live.

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Graphs, maps and charts from The Times — and an invitation to students to discuss them live.

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Geographical teaching and learning resources

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Royal Geographical Society - Geography resources for teachers

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The Royal Geographical Society (with IBG) supports teaching in the classroom and field by providing award-winning geographical teaching and learning resources.

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Climate based maths questions

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The case for quantitative literacy

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by Pete Wright at UCL

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﻿ ﻿ The purpose of this site is to share ideas from the This participatory action research project ran from June 2013 to July 2014 and involved a group of five teacher researchers and myself. Its aim was to develop teaching approaches and ideas which address issues of social justice in the secondary mathematics classroom.
Teaching Maths for Social Justice project.

Some of the ideas from the project have been included in a book published by the ATM.

​Dr Pete Wright, UCL Institute of Education

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Sharing ideas from the Teaching Maths for Social Justice project.

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Ask your students 'what do you notice?' 'what do you wonder?' 'what is the story this graph is telling?'

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Distilling the world’s data, information & knowledge into beautiful infographics & visualizations

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Play with income mountains, bubble charts and maps.

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Close

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Voting, scams, business predictions, estimating, screening etc.

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The Critical Maths project aimed to build on the ideas of Professor Sir Timothy Gowers to develop a suitable mathematics-based curriculum for post-16 students who had succeeded at GCSE but were not intending to take A level Mathematics.

Background

Research published by the Nuffield Foundation in 2010 showed that levels of participation in maths education post-16 in England were significantly lower than in other developed countries, and reports from the Advisory Committee for Mathematics Education in 2011 highlighted the need for more young people to learn maths to a higher level in order to meet the needs of industry and higher education.

To increase the level of participation, a new curriculum was needed, suitable for students who have achieved a standard pass in GCSE Mathematics.

Funding

The DfE funded MEI to investigate how Professor Sir Timothy Gowers's ideas might inform a curriculum that could become the basis of a new course for students who do not currently study maths post-16.

Activities

Our work included the following aspects:

Consulting with higher education, employer organisations, learned societies and professional bodies across a range of disciplines and an advisory group of experts to develop a suitable curriculum. The curriculum was based on students engaging with realistic problems and developing skills of analysing problems and thinking flexibly to solve them. Careful consideration was given to the kinds of problems which would be appropriate for the students to work on, with a particular emphasis on the kinds of situations which might come up in a conversation with friends.

Developing teaching and learning resources which were trialled in schools and colleges. The purpose of this trialling was to refine the resources to ensure that they worked as intended and were engaging to the target audience.

Developing and trialling a suitable assessment methodology to enable the curriculum to be assessed in a way that encourages the development of transferable mathematical and statistical problem-solving skills. Such problem-solving skills are highly valued by higher education and employers.

Developing a professional development programme to introduce teachers to teaching starting from a context and steering discussions to maximise learning. These approaches were also being used in Japan and in the Netherlands. Professor Gowers stressed the importance of this in his blog.

Access to the classroom-trialled resources produced through this work is available through a guest-login to Integral resources:

"The main point is one I've basically made already: the discussions should start from the real-life problem rather than starting from the mathematics. Pupils should not feel that the question is an excuse to force some mathematics on them: they should be interested in the question and should feel the need for the mathematics, the need arising because one can give much better answers if one models the situation mathematically and analyses the model." Professor Sir Timothy Gowers, Gowers's Weblog

Impact

This curriculum development work, together with the Integrating Mathematical Problem Solving project findings was made available to inform awarding bodies' development of the new Core Maths qualifications, designed for students who have passed GCSE Mathematics but who do not intend to pursue a strongly maths-related discipline in higher education or employment. Core Maths qualifications were taken by over 12,000 students in 2021. The potential cohort is over 250,000 and the long-term aim is that over 100,000 students will take Core Maths qualifications each year.

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Critical Maths: A maths-based thinking curriculum for Level 3 (2012-2015) - MEI

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The Critical Maths project aimed to build on the ideas of Professor Sir Timothy Gowers to develop a suitable mathematics-based curriculum for post-16 students who had succeeded at GCSE but were not intending to take A level Mathematics.

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Questions Inspired by News Stories by Mark Dawes

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From The Times Newspaper: The over-55s keeping classrooms going amid a teaching crisis Richard Lewis will be 70 on Tuesday. A former City ba...

This is taken from a Daily Telegraph article (with paragraphs removed to save space). Shrinkflation is speeding up at an alarming rate T...

With thanks to Cat van Saarloos for the data file, here's a Quibans from the Daily Mirror. Police release names most commonly linked wit...

From The Times Newspaper: The over-55s keeping classrooms going amid a teaching crisis Richard Lewis will be 70 on Tuesday. A former City ba...

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Items that can be used to provoke mathematical questions. Particularly useful for teachers of Core Maths.