This research set out to explore the connections between the use of global data in primary mathematics lessons as a way of engaging and inspiring teachers and pupils and raising levels of participation from more reluctant mathematicians. The study explores to what extent teachers are keen to use this approach to teaching and learning in mathematics and how much it provides an opportunity to connect learning across the curriculum. It reveals the current levels of desire and confidence of teachers to use global data in maths lessons, examining to what extent they feel that global data provides a real, relevant and purposeful context for learning, which can in turn motivate pupils to engage further in mathematics. It also investigates how using global data can further motivate and inspire teachers. The study employed qualitative data collection methods with teachers and pupils across six schools.