MATH - Third Space Learning

小学是儿童算术的基础，然而英国小学面临着数学相关学位教师的严重短缺，目前不足2%。糟糕的计算能力每年给英国经济造成200亿GB的损失，而计算能力不佳的人失业的可能性是普通人的两倍。它对贫困儿童的影响不成比例，英国贫困家庭的孩子在学业上不及格的可能性是英国的两倍(National Numeracy，2015)。英国政府在学生保险费上花费了28亿英镑(DFE，2014)，旨在补充针对贫困学生的数学教育。每名符合条件的中学适龄学生获得935 GB，小学获得1300 GB(Demos，2014)。然而，PP未能解决这个问题，因为48%的地方当局在2014年看到成绩差距扩大(Demos，2014)。1比1学费对学习有积极影响，特别是对小学数学，因为它使学习者能够赶上(教育捐赠基金，2015)。学校可以识别需要支持并获得PP资助的学生，但学校缺乏有效实施1对1大规模学费的系统。TSL通过从世界各地招募数学毕业生在英国学校提供1对1数学学费来帮助解决问题。TSL教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186所学校使用，每周举行超过2K次课程。TSL评估员目前每周手动审查5%的课程并将其评分为确保，这是一个昂贵、低效和不一致的过程，限制了TSL的可扩展性。数学项目将开发一种自动课程评分算法，以监控教学质量，并确定其与学习结果的相关性。这一质量保证体系将确保规模教学的高质量，带来更好的结果。数学将使TSL能够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.