The main problem noted by Smith in his 2004 Report was the supply of teachers with a specialist knowledge which should be fundamental to the teaching of mathematics. The two main outcomes of the Smith Report, according to the ACME Report (2006) was to establish a channel for mathematics and its community, and to establish a link through the creation of a Chief Advisor on Mathematics, between the DfES and the LSC. This measure has resulted in the coherent and focused approach to the development of mathematics teaching.
It is necessary to understand the implications which the recommendations the Smith Report suggested have had on mathematics education. Funding is required to make many of the recommendations and this needs to come from the Department of Education. It is also necessary to improve the entry requirements of teachers into the mathematical field of education. The necessary function of ACME, the DfES and the LSC’s is to enhance and develop the role of the mathematics teachers and this should include the need for a post A-Level qualification in the subject to teach the subject. There is also a need for the subject to be made more attractive for students to allow them to be more aware of the subject and to be able to engage the subject. This also can be an effect of having a teacher who is suitably qualified to teach the subject, thus having the ability to engage the student in this discipline. There is a need for the constant support and training for the mathematics teacher. This should be a necessary requirement for entry into the profession.