Context
Cambridge University Press & Assessment wanted to explore new ways to support teachers with the teaching and tracking of KS3 maths. The aim was to strengthen their offer in formal learning, improve classroom impact, and identify potential new digital tools and revenue streams. Before investing in development, the team wanted to be sure their ideas solved real challenges for teachers - and reflected how learning and assessment actually work in practice.
We carried out a discovery phase using a mix of in-person and remote research. This included in-depth interviews with KS3 maths teachers and heads of year to understand their current approaches to teaching, assessing, and tracking progress, including what tools they use, what works well, and where frustrations lie. To add context and depth, we also visited schools to see these practices in action, observing how teachers balance the demands of formal learning with the realities of classroom life. This hands-on approach helped ground the research in lived experience.
The research gave Cambridge University Press & Assessment a clear picture of how KS3 maths is taught, assessed, and tracked across different schools, and where there are genuine opportunities for improvement. It validated which product ideas met real user needs - and which didn’t - helping the organisation save time and investment. Most importantly, it gave internal teams the confidence and evidence they needed to move forward with developing tools that truly support teachers and learners in formal education settings.
To turn insight into action, we ran an interactive debrief session with stakeholders from across Cambridge University Press & Assessment. This collaborative discussion helped translate findings into next steps, inspiring ideas, aligning priorities, and ensuring the research would directly inform future product development.
