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NRICH is inviting schools to sign up for the new Problem-solving Schools charter and become a

The podcast for maths teachers and maths enthusiasts, where we discuss the need to ask why. 

This week, the government announced additional funding to encourage the provision of Level 3 Core Maths

MEI is happy to announce that we have secured funding from the UK Space Agency for

MEI has published a paper making the case for a new post-16 GCSE maths qualification to

Bewildered by all the changes to University Admissions Assessments? Wondering how you can give your students

Government confirms new programmes within overall AMSP funding of £8.2m annually as part of the government’s Plan for Change.

Data on provisional exam entries from Ofqual shows that the number of students taking A level Mathematics

Thanks to new Department for Education (DfE) grant funding, MEI is enhancing its Further Education Maths

We are delighted to share that MEI has been honoured with the Building Opportunity Award at

Secondary schools teaching AQA Level 2 Further Mathematics in 2026-27 can be part of a year-long pilot offering resources, professional development and a

MEI and Casio launch national graphing technology pilot with 22 schools selected from more than 220

Challenges from the Calculator Crunch competition in 2019

A suggested scheme of work to support the teaching of FPT

Learn from home versions of the challenges from the Calculator Crunch competition in 2019

These resources look at the key skill of simplifying and how it is applied to fractions, indices and surds

These resources look at expanding – you will look at visual geometrical approaches, multiplication of numeric values, and manipulating algebraic expressions

These resources focus on the topic of factorising and look at expressions such as those with common factors or quadratics.

These resources look at the key skill of rearranging formulae or equations - a fundamental process in algebraic manipulation

These resources look at the key skill of solving equations and interpreting solutions