Cambridgemaths.org - SEO Checker

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Overview of the SEO Check
Meta information
100% 
Page quality
55% 
Page structure
100% 
Link structure
88% 
Server
91% 
External factors
100% 
SEO Score
Response time
0.29 s
File size
38.00 kB
Words
323
Media files
16
Number of links
59 internal / 8 external

Task list of SEO Improvements

Meta specifications

Title
(Critically important)
Cambridge Mathematics: Reshaping mathematics education
There are word repetitions in the page title.
The length of the page title is perfect. (538 pixels out of 580 max pixel length)
Meta description
(Critically important)
Cambridge Mathematics is developing a flexible and interconnected digital Framework to help reimagine mathematics education 3-19.
The length of the meta description is perfect. (823 pixels out of 1000 max pixel length)
Crawlability
(Critically important)
There are no problems in accessing the website.
Canonical URL
(Important)
No canonical link is specified.
Language
(Somewhat important)
Language detected in text: en
Language defined in HTML: en-gb
Server location: United Kingdom of Great Britain and Northern Ireland
The following language is defined by HTML: en-gb
Alternate/Hreflang Links
(Somewhat important)
There are no alternate links specified on this page.
Other meta tags
(Somewhat important)
There is no rel next meta tag on this page.
There is no rel prev meta tag on this page.
Domain
(Somewhat important)
The domain is no subdomain.
The domain length is good.
The domain does not contain non-latin characters.
Page URL
(Somewhat important)
No parameters were found in the URL.
No session ID was found in the URL.
The URL does not have too many subdirectories.
Charset encoding
(Somewhat important)
The charset encoding (UTF-8) is set correctly.
Doctype
(Nice to have)
The doctype HTML 5 is set correctly.
The doctype is placed at first in the HTML code.
Favicon
(Nice to have)
The favicon is linked correctly.

Meta tags

NameValue
descriptionCambridge Mathematics is developing a flexible and interconnected digital Framework to help reimagine mathematics education 3-19.
viewportwidth=device-width, initial-scale=1
langen-gb
charsetutf-8

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Page quality

Content
(Critically important)
Some words from the page title are not used within the pages content
There are only 323 words on this page. Good pages should have about 800 words of useful content.
31.3% of the text are stop words.
Words from the H1 heading are used in the page content.
The page contains a listing, which indicates a good text layout.
3 paragraphs were found on this page.
No placeholders texts or images were found.
There are no duplicates on the site.
The average number of words per sentence of 23 words is good.
Frames
(Critically important)
This page does not use a frameset.
Mobile optimization
(Somewhat important)
A viewport "width=device-width, initial-scale=1" is provided.
At least one Apple touch icon is specified.
Bold and strong tags
(Somewhat important)
Some tags are too long. With 97 characters this one is longer than 70 characters:
"be inspired by conversations with passionate practitioners in our new podcast staffroom catch-up."
Image SEO
(Somewhat important)
4 images have no alt attribute. The content of alt attributes is used by search engines.
Social Networks
(Nice to have)
There are only a few social sharing widgets on the page. Make your website popular in social networks with social sharing widgets.
Additional markup
(Nice to have)
No additional page markup was found.
HTTPS
(Somewhat important)
This website uses HTTPS to protect privacy and integrity of the exchanged data.
All included files are also transferred via HTTPS.

Media list

URLAlt attributeTitle
/Images/staffroom-slider.jpgNo alt attribute provided
/Images/aimed-slide.jpgNo alt attribute provided
/Images/ratio-riddles-slider.jpgNo alt attribute provided
/Images/what-is-cmf.jpgNo alt attribute provided
/Images/E50-covariational-reasoning.pngThe infographic is titled 'development of students' covariational reasoning' and shows three stages of the development of covariational reasoning through the example of listening to or reading books over time. At each stage a speech bubble contains text that might suggest what a student could be thinking at that stage. In the first row the student thinks about each book and the time taken to read or listen to them. The text in the speech bubble is 'I can think about how many books I read or listen to over the year. I think about a book, then the time it took, then about another book and how long that took. I can think about the total number of books and also the total time it took.' In the middle row, the student thinks about each book having a position on a timeline, suggesting they are beginning to think about books being listened to or read over time. The text in the speech bubble is 'I can think about time as going forward in a straight line even when it is not in my thoughts. I can start to visualise the idea that I read or listen to a certain number of books every week, or every month, or every year.' In the third row, the student begins to think about the relationship between the books and time as a rate. The coordination of the two variables is shown as a time-series graph - a line graph with time on the horizontal axis and books read or listened to on the vertical axis. The line representing the rate is curved, demonstrating that the rate is not constant. The text in the speech bubble is 'I can imagine time happening alongside me reading or listening to books, and I know that every time I measure one of these things, the other also has a value. At any moment, I can recognise a multiplicative relationship between them, represented by my 'reading rate'.' The students are shown accessing books via reading, listening and using Braille. The caption reads 'adapted from ideas in Thompson and Carlson, 2017'.
...49-teaching-and-learning-equivalence.pngAn infographic about use models of equivalence, utilising: a see-saw balance, a hanging balance and the number line. These are each shown three times in the state of not equivalent, equivalent and still equivalent
...y-development-of-functional-thinking.pngAn infographic about transforming questions into functional thinking tasks, based around multilink cubes
...s/E47-developing-concepts-of-pattern.pngAn infographic showing Different ways of seeing the same pattern sequence
/Images/thumbnail-question-answer.jpgA CGI 3D render of a question mark, coloured in neon in a circuit board style
/Images/thumbnail-math-is-sublime.jpgDigital generated image of green infinity sign made out of leaves and flowers transforming into water drops on grey background
/Images/sq-thumbnail.jpgA teal background with the text, 'Seven questions with...' and a giant question mark
/Images/thumbnail-on-the-edge.pngAn ice cream cone with 3 scoops of ice cream, some cherries and sprigs of leaves. They are arranged on a blackboard which has a range of mathematical drawings on it
/Images/Cambridge_Press_Assessment_Logo.svgCambridge University Press & Assessment logo
/Images/fom_home_logo_rgb.svgUniversity of Cambridge Faculty of Maths logo
/Images/foe_home_logo_rgb.svgUniversity of Cambridge Faculty of Education logo
...es/cambridge-mathematics-footer-logo.pngCambridge Mathematics

Page structure

H1 heading
(Critically important)
Cambridge Mathematics
The H1 heading is perfect.
Headings
(Important)
The heading structure is perfect.

Heading structure

Heading levelContent
H1 Cambridge Mathematics
H2 Looking for filtered research on mathematics education? Enjoy an Espresso, expressly designed with teachers in mind.
H2 Our blogs Whether you’re a teacher, researcher or educator, our blogs have something for you.
H2 Partners
H3 Issue 50: Covariational reasoning The infographic is titled 'development of students' covariational reasoning' and shows three stages of the development of covariational reasoning through the examp...
H3 Issue 49: Teaching and learning equivalence An infographic about use models of equivalence, utilising: a see-saw balance, a hanging balance and the number line. These are each shown three times in ...
H3 Issue 48: Early development of functional thinking An infographic about transforming questions into functional thinking tasks, based around multilink cubes
H3 Issue 47: Developing concepts of pattern An infographic showing Different ways of seeing the same pattern sequence
H3 Questioning the answer rather than answering the question A CGI 3D render of a question mark, coloured in neon in a circuit board style
H3 Mathematics is SUBLIME! Digital generated image of green infinity sign made out of leaves and flowers transforming into water drops on grey background
H3 Seven questions with... Dr Candice Price A teal background with the text, 'Seven questions with...' and a giant question mark
H3 On the edge An ice cream cone with 3 scoops of ice cream, some cherries and sprigs of leaves. They are arranged on a blackboard which has a range of mathematical drawings on it
H3 Cambridge University Press and Assessment Cambridge University Press & Assessment logo
H3 Faculty of Mathematics, University of Cambridge University of Cambridge Faculty of Maths logo
H3 Faculty of Education, University of Cambridge University of Cambridge Faculty of Education logo
Some anchor texts are used more than once.
The number of internal links is ok.
None of the anchor texts is too long.
All internal links are not using dynamic parameters.
There are 8 external links on this page.

Found links on this page

LinkAttributesAnchor text
https://www.cambridgemaths.org/Anchor Skip to main content
https://www.cambridgemaths.org/Anchor View related sites
A-TITLE View related sites
/thought-leadership/Thought leadership
A-TITLE Thought leadership
/media/Media
A-TITLE Media
/newsletter/Newsletter
A-TITLE Newsletter
/faq/FAQ
A-TITLE FAQ
/events/Events
A-TITLE Events
/contact-us/Contact us
A-TITLE Contact us
https://www.facebook.com/Cambr...New window External Subdomain Facebook
A-TITLE Facebook
https://x.com/cambridgemathsNew window External X
A-TITLE X
https://www.linkedin.com/compa...New window External Subdomain LinkedIn
A-TITLE LinkedIn
https://www.cambridgemaths.org/Cambridge Mathematics
A-TITLE Cambridge Mathematics
/about-us/About us
A-TITLE About us
/the-cmf/The Cambridge Mathematics Framework
A-TITLE The Cambridge Mathematics Framework
/our-services/Our services
A-TITLE Our services
/for-teachers-and-practitioners/For teachers and practitioners
A-TITLE For teachers and practitioners
/blogs/Blogs
/research/Research
/aimed/AIMED
/thought-leadership/Text duplicate Thought leadership
A-TITLE Thought leadership
/media/Text duplicate Media
A-TITLE Media
/newsletter/Text duplicate Newsletter
A-TITLE Newsletter
/faq/Text duplicate FAQ
A-TITLE FAQ
/contact-us/Text duplicate Contact us
A-TITLE Contact us
/for-teachers-and-practitioner...Listen now
/aimed/Discover now
/for-teachers-and-practitioner...Find out more
/the-cmf/Watch now
/for-teachers-and-practitioner...Looking for filtered research on mathematics education?
A-TITLE Looking for filtered research on mathematics education?
/for-teachers-and-practitioner...Issue 50: Covariational reasoning
/for-teachers-and-practitioner...Issue 49: Teaching and learning equivalence
/for-teachers-and-practitioner...Issue 48: Early development of functional thinking
/for-teachers-and-practitioner...Issue 47: Developing concepts of pattern
/blogs/Our blogs
A-TITLE Our blogs
/blogs/questioning-the-answer-...Questioning the answer rather than answering the question
/blogs/mathematics-is-sublime/Mathematics is SUBLIME!
/blogs/seven-questions-with-dr...Seven questions with... Dr Candice Price
/blogs/on-the-edge/On the edge
/about-us/partners/Partners
/about-us/our-partners/univers...Cambridge University Press and Assessment
A-TITLE Cambridge University Press and Assessment
/about-us/our-partners/univers...Faculty of Mathematics, University of Cambridge
A-TITLE Faculty of Mathematics, University of Cambridge
/about-us/our-partners/univers...Faculty of Education, University of Cambridge
A-TITLE Faculty of Education, University of Cambridge
https://www.cambridgemaths.org/Home
A-TITLE Home
/about-us/Text duplicate About us
A-TITLE About us
/the-cmf/Text duplicate The Cambridge Mathematics Framework
A-TITLE The Cambridge Mathematics Framework
/our-services/Services
A-TITLE Services
/for-teachers-and-practitioners/For teachers & practitioners
A-TITLE For teachers & practitioners
/blogs/Text duplicate Blogs
A-TITLE Blogs
/research/Text duplicate Research
A-TITLE Research
/thought-leadership/Text duplicate Thought leadership
A-TITLE Thought leadership
/media/Text duplicate Media
A-TITLE Media
/newsletter/Text duplicate Newsletter
A-TITLE Newsletter
/faq/Text duplicate FAQ
A-TITLE FAQ
/contact-us/Text duplicate Contact us
A-TITLE Contact us
https://www.cambridgemaths.org/Text duplicate IMG-ALT Cambridge Mathematics
A-TITLE Cambridge Mathematics Home
https://www.cambridgemaths.org/Anchor View Related Sites
A-TITLE View Related Sites
https://www.cambridge.org/New window External Subdomain Cambridge University Press & Assessment
A-TITLE Cambridge University Press & Assessment
https://www.maths.cam.ac.uk/New window External Subdomain Faculty of Mathematics
A-TITLE Faculty of Mathematics
https://www.educ.cam.ac.uk/New window External Subdomain Faculty of Education
A-TITLE Faculty of Education
/legal/sitemap/Sitemap
A-TITLE Sitemap
https://www.cambridgeassessmen...New window External Subdomain Accessibility and Standards
A-TITLE Accessibility and Standards
/legal/data-protection/Data Protection
A-TITLE Data Protection
/legal/use-of-cookies/Use of Cookies
A-TITLE Use of Cookies
https://www.governanceandcompl...New window External Subdomain Statement on Modern Slavery
A-TITLE Statement on Modern Slavery
/legal/terms-and-conditions/Terms and Conditions
A-TITLE Terms and Conditions
https://www.cambridgemaths.org/Anchor Back to top
A-TITLE Back to top
/legal/use-of-cookies/set cookies
A-TITLE Read about our cookies policy

Server configuration

HTTP redirects
(Critically important)
This page redirects to "https://www.cambridgemaths.org/"
HTTP header
(Important)
The web server version is sent within the HTTP header.
No X-Powered HTTP header is sent.
The web server transmits the web page (HTML) in compressed form.
Performance
(Somewhat important)
The page response time is excellent with 0.29 seconds.
The file size of the HTML document is fine (38 kB).

HTTP Response Header

NameValue
cache-controlpublic, max-age=300
content-typetext/html; charset=utf-8
last-modifiedFri, 01 Aug 2025 12:23:43 GMT
vary*, Accept-Encoding
serverMicrosoft-IIS/10.0
x-aspnet-version4.0.30319
x-ua-compatibleIE=Edge
x-http2Yes
strict-transport-securitymax-age=16070400; includeSubDomains
content-encodinggzip
accept-rangesbytes
dateFri, 01 Aug 2025 12:25:02 GMT
expiresFri, 01 Aug 2025 12:28:44 GMT
age77
content-length7619
statuscode200
http_versionHTTP/2

External factors

This page is referenced by wikipedia.
This website has excellent links from other websites.
This page has backlinks from 393 referring domains.
This page has 130,680 backlinks.
This page has backlinks from 136 different ip addresses.

Links from Wikipedia

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Robots.txt

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www.cambridgemaths.org
Cambridge Mathematics: Reshaping mathematics education
Cambridge Mathematics is developing a flexible and interconnected digital Framework to help reimagine mathematics education 3-19.

Most important keywords

Following keywords were found. You can check the keyword optimization of this page for each keyword.

KeywordResultRecheck
Cambridge97%Check
Cambridge Mathematics92%Check
Mathematics84%Check
mathematics education79%Check
Cambridge University73%Check
education71%Check
Cambridge Assessment71%Check
Cambridge University Press64%Check
develop63%Check
Cambridge University Press Assessment60%Check
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