MATH - Third Space Learning

小学为孩子提供了数学基础，然而英国小学面临着严重的数学相关学位教师短缺，目前不到2%。计算能力差每年给英国经济造成200亿英镑的损失，计算能力差的人失业的可能性是普通人的两倍。它不成比例地影响了贫困儿童，英国贫困家庭的儿童学业不及格的可能性是贫困家庭的两倍（National Numeracy，2015）。英国政府花费28亿英镑用于学生保险（DfE，2014），旨在补充贫困学生的数学教育。学校收到£935每个合格的中学适龄学生和£ 1，300小学（演示，2014年）。然而，PP未能解决这一问题，因为48%的地方当局在2014年看到了成绩差距的扩大（Demos，2014）。一比一的学费对学习有积极的影响，特别是对于小学数学，因为它使学生能够赶上（教育捐赠基金，2015）。学校可以识别需要支持的学生，并获得PP资金，但学校缺乏有效实施1对1学费的系统。TSL通过招募来自世界各地的数学毕业生，在英国学校提供1对1数学学费，帮助解决这些问题。TSL导师在印度和斯里兰卡的办公室工作，通过在线虚拟教室与英语学校的孩子们联系。TSL已经在英国的186所学校使用，每周进行超过2000节课。TSL评估员目前每周手动审查和评分5%的课程，以确保质量，这是一个昂贵，低效和不一致的过程，限制了TSL的可扩展性。MATH项目将开发一个自动课程评分算法，以监控教学质量并确定其与学习成果的相关性。这种质量保证体系将确保大规模的高质量教学，从而取得更好的成果。MATH将允许TSL自动分析导师的表现，识别最佳实践并在规模上发展卓越。

Primary school provides a child's foundation for numeracy, however UK primary schools facea severe shortage of teachers with maths related degrees, currently less than 2%. Poornumeracy costs UK economy £20bn/yr and people with poor numeracy are twice as likely tobe unemployed. It disproportionately impacts underprivileged children, with UK childrenfrom poor backgrounds twice as likely to fail academically (National Numeracy, 2015).UK Govt spends £2.8bn on Pupil Premium (DfE, 2014), intended to supplement mathseducation for disadvantaged pupils. Schools receive £935 per eligible secondary-aged pupiland £1,300 for primary (Demos, 2014). However, PP is failing to address the issue as 48% oflocal authorities saw attainment gaps increase in 2014 (Demos, 2014).1-to-1 tuition has a positive impact on learning, particularly for primary school maths as itenables learners to catch up (Educational Endowment Fund, 2015). Schools can identifypupils requiring support and access PP funding, however schools lack the system toeffectively implement 1-to-1 tuition at scale.TSL helps to solve the issues by recruiting maths graduates from around the world to provide1-to-1 maths tuition in UK schools. TSL tutors work from offices in India and Sri Lanka,connecting to children in English schools through online, virtual classrooms. TSL is alreadyused in 186 schools across UK and conducts over 2K sessions a week.TSL assessors currently manually review and grade 5% of sessions each week to ensurequality, which is a costly, inefficient and inconsistent process, that restricts TSL’s scalability.The MATH project will develop an automated session grading algorithm, to monitor teachingquality and determine its correlation to learning outcomes. This quality assurance system willensure high quality teaching at scale, leading to better outcomes. MATH will allow TSL toautomatically analyse tutor performance, identify best practice and develop excellence atscale.