Nothing left to chance: characteristics of schools successful in mathematics. (Report of the building an evidence base for best practice in mathematics education project)

Teaching mathematics is a complex task. In addition to having a deep understanding of appropriate mathematics, teachers need to recognise the cognitive, emotional, and social development of the students they teach, to draw on a wide range of pedagogical practices, and, most importantly, have that specialised knowledge of mathematics for teaching that has become known as pedagogical content knowledge. Teachers, however, work within schools and the ethos and organisational arrangements, policies and practices of that school impact on teachers’ effectiveness. Schools are part of wider societal provisions for education that provide processes for curriculum development and delivery, accountability and accreditation within a legal framework. These different levels of influence are interactive and dynamic, making the task of teaching mathematics a constantly changing process.