These projects aimed initially to explore the efficacy of each of 5 sets of Pearson materials developed for National Curriculum Mathematics 2014 and A-level Mathematics 2017 in England, in relation to key learner outcomes described below. They are expected to run from March 2016 through to at least December 2022. I am academic lead for all aspects of the research, and provide external validation, for all 5 studies. I manage the research, and researchers and support staff in relation to that, for all 5. The studies are overseen for Pearson by Grace Grima, Director of Research at Pearson UK, and between them employ 5 external and two internal experienced mathematics ‘experts’ for fieldwork as well as me. They draw also on a range of Pearson Research and Efficacy team and support personnel. recently, the projects have offered opportunity to explore in depth student and teacher experiences of the pandemic, and its impact on their learning and teaching. The final project will finish in December 2022, and is focused on understanding 'The New Normal' in Key Stage 3 and 4 mathematics classrooms, so that appropriate support and resourcing can be made available, and any necessary policy responses made. Project 1: Evaluating the efficacy of Key Stage 1/2 ‘Abacus’ materials for pupils’ learning experience and mathematics skills development. Project 2: Evaluating the efficacy of ‘Key Stage 3 Maths Progress’ and ‘GCSE 9-1 Mathematics’ for students’ learning experience and mathematics skills development. Project 3: Evaluating the efficacy of Pearson GCSE Mathematics 2017 and free surround materials for students’ progress and confidence at Key Stage 4 and beyond. Project 4: Evaluating the efficacy of Pearson A Level Mathematics and Further Mathematics from September 2017 on, together with free surround materials and assessment, for students’ progress, mathematical functioning and confidence in post-16 education and beyond. Project 5: Evaluating the efficacy of Key Stage 1/2 Power Maths materials for pupils’ learning experience and mathematics skills development. It is anticipated these projects have the potential to contribute to knowledge of • the processes of teacher development in relation to valued curriculum and assessment change; • effective ways to support teachers in making deep change aligned with valued curriculum goals, and impediments to that; • the ways in which curriculum and assessment, and related materials, impact on young people’s inclination, ability and enjoyment to function mathematically and on their mathematical and wider progression 5-18 and beyond.