In case people don't know, the future direction of mathematics education in this country is currently being shaped by Vordy and her band of unpaid cronies (Chris Budd, Pepe Hart, Roger Porkess, Richard Dunne and Carrie Dunne). I trust Roger's judgement (I'm glad he is involved and suspect he is the reason why secondary mathematics has largely escaped her attention) but have serious reservations about the others - apologises to the Dunne fans who lurk around these parts. I don't know Hart but, if this is her, then Carol met her when presenting her with a Pride of Britain Award. God help us. http://www.thisissomerset.co.uk/news/Pepe-happy-100/article-2112561-detail/article.html Nick Gibb intends to accept the Taskforce's recommendations in full. The interim report will be published in March and some of the key points are below. However, the Devil is in the detail and every primary teacher will be seriously affected. Mathematics is to be made a subject of "special status" and will possibly be known as "the subject of critical importance". The study of mathematics is to be made compulsory for all students until the age of 18. A Level mathematics and further mathematics will be left alone for a while but the amount of mathematics in other A Levels (particularly physics) will be increased. The GCSE linked pair pilot is to be "expanded seamlessly" after two years. She has concerns about the quality of the mathematics teaching workforce but I don't know what she plans to do about that. Carol believes that "over the last ten years there has been an astonishing micro-mismanagement of every minute in the primary classroom". She says the National Numeracy Strategy makes "no sense" and cites as an example the criteria of "understanding that doubling is the undoing of halving". She intends to completely change the primary mathematics curriculum. She does not agree with the topic based approach of the Rose Review and will insist that the amount of time primary teachers spend on mathematics is increased substantially. All children will be completely fluent in arithmetic by the time they move up to secondary school. She sees increased primary/secondary liason as a way to ensure this happens.