Scotland Turns to Journalling to Revitalise Maths Education
Scotland is seeking innovative solutions to address declining performance in mathematics, a drop in PISA rankings, and rising levels of maths anxiety from an early age. Education experts are promoting a research-based pedagogy that places journalling at the heart of maths lessons. They argue that current approaches often reinforce perceptions of being either “good” or “bad” at maths from a young age, weakening pupils’ engagement with the subject. Common statements such as “I’m not good at maths” can limit children’s potential, while teaching maths in isolation from other disciplines leads many pupils to see it as abstract and irrelevant.
The journalling approach encourages pupils to express their thinking processes both in writing and verbally, review their strategies, and take a conscious approach to their own learning. It fosters the view that mistakes are valuable learning opportunities, while linking mathematics to personal experiences to develop deeper understanding. Research in cognitive science indicates that techniques such as retrieval practice, elaboration, and metacognitive reflection are naturally supported through this method.
Educators emphasise that for such a transformation to take place, teachers must be given professional development support, policymakers should promote innovative approaches, and deep learning should be prioritised over test-driven instruction. The goal is to make mathematics meaningful, accessible, and enjoyable for all pupils.