29 Sept 2026
The paper is grounded in the belief that every child possesses an inherent capacity for mathematical thinking. Mathscify colleagues challenge traditional, exclusionary views of mathematics education that categorise students early on as "maths people" or "non-maths people". Instead, the authors argue that when curriculum design, pedagogical methods, and classroom resources are aligned effectively, all students can actively engage with and excel in mathematics.
The framework is built to accommodate diverse learning styles, backgrounds, and entry levels, ensuring that instructional materials are accessible and inclusive for all learners.
Rather than presenting purely abstract educational theory, the resource equips teachers with practical classroom tools, student tasks, and structured learning continuums.
It provides clear assessment rubrics and guidelines to help educators evaluate, track, and foster critical thinking, problem-solving, and problem-posing abilities.
The paper places this resource within the broader context of ongoing global and national curriculum updates—such as shifts toward social-constructivist learning, real-world context integration, and cross-subject STEM connections.
By providing teachers with actionable tools to operationalise reform-oriented goals, Oldham and her co-authors address a common failure point in educational reform: the gap between high-level policy changes and daily classroom execution.
Takeaways for Educators
1. Equips teachers to construct equitable learning environments where every student is empowered as a mathematical thinker.
2. Offers concrete ways to measure foundational competencies and problem-solving skills rather than relying solely on high-stakes, traditional testing.
3. Serves as a supportive guide to help educators confidently navigate changing curriculum standards and pedagogical expectations.
Abstract
A revised mathematics curriculum for primary and special schools was recently introduced in Ireland, foregrounding the importance of inclusive and engaging learning experiences for all. Innovative resources are needed to realise the implementation of playful pedagogies using rich contexts. One such resource is Mathscify (https://mathscify.org), a multilingual online tool developed by a group (of which the authors are members) in the Association for Teacher Education in Europe; it provides a suite of cognitively challenging tasks with rubrics to guide classroom assessment. Tasks were created using the principles of Universal Design for Learning (UDL) to maximise accessibility and appeal. This paper offers an analysis of the tasks’ design in terms of compliance with UDL principles and alignment with the Teaching for Robust Understanding (TRU) framework. A brief account is given of uses of Mathscify to date and of plans for future work.
Read the full paper at:
Oldham, E., Harbison, L., Ryan, M. Ní Chonghaile, D. Callan-Gough, J. (2026). Every child is mathematical: Introducing an innovative resource in support of a curriculum reform. In A. Rogerson & J. Morska (eds.) Envisioning the future of mathematics education. Innovations, strategies and challenges in the AI era (pp.109-114). https://doi.org/10.37626/GA9783959873680.0.19
