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Promoting effective learning of mathematics: a national perspective
Celia Hoyles, April 2008
Director
reports drive the political agendaSET for success: Sir Gareth Roberts’s Review (April 2002)
Making Mathematics Count: Post-14 Mathematics Education (February 2004)
The Science and Innovation Investment Framework 2004 -2014 (2004).
14-19 Education and Skills White Paper (2005) Mathematics to be included as one of A*- C GCSEs in performance tables, Functional Mathematics
Science and Innovation Investment Framework 2004-2014: Next Steps (2006) (targets for Mathematics)
STEM Programme Report (2006)
Sainsbury Review (2007)
Leitch Review (2006): A Roadmap directing UK towards World class skills by 2020
Williams Review of mathematics teaching in early Years & Primary settings (due June 08 with interim report March 08)
Government accepted most of the recommendations of Post-14 Mathematics Inquiry, Making Mathematics Count, 2004
specifically for mathematics
background to Making Mathematics Count 2004• perceived poor quality of teaching and learning
experience
• perceived relative difficulty of the subject
• failure of the curriculum to excite interest & provide motivation (absolute and relative)
• lack of awareness about importance of mathematics skills for future career options & advancement
• limited supply, quality & take-up of CPD
Making Mathematics Count 2004 ambitions to improve…
– supply of mathematics teachers
– infrastructure required to support mathematics teachers effectively, particularly in terms of their continuing professional development
– capacity within the curriculum, assessment and qualifications framework to meet the needs of all learners
what has Government put in place since 2004?
• curricula reforms• workforce incentives• initiatives to enhance engagement & participation• structures to promote subject-specific CPD
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1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
A Level Entries 16-18 yr olds
A level target set for 2014 not so ambitious!
Entries increased in 2007.Nearly back to the numbers seen prior to 2002
Science & Innovation Investment Framework 2004- 2014: Next steps (2006) stated ambitions to …
Step up recruitment, retraining and retention of mathematics specialist teachers so that by 2014
95% of mathematics lessons in schools are delivered by a mathematics specialist
Meaning of mathematics specialist?
crucially Government has recognised the need for
good personalised mathematics teaching
confident, competent & valued teachers of mathematics
set up in 2006National Centre for Excellence in the
Teaching of Mathematics
see
www.ncetm.org.uk
NCETM: the Vision
To develop a sustainable national infrastructure for subject-specific professional development of teachers of mathematics that will
• enable the mathematical potential of learners to be fully realised &
• raise the status of the profession
● unerring focus on mathematics ● developing excellence in teaching
mathematics across all phases of education by sharing knowledge and practice
● commitment to placing teachers’ needs and goals at its core by putting in place structures through which teachers are able to develop ownership of its provision
● commitment to working in partnership to influence policy & practice
some key characteristics of NCETM’s offer
NCETM activity
blend of approaches to effective CPD
face-to-face events with regional activity led & coordinated by a team of Regional Coordinators based in different parts of the country
resources, tools (some for communication) on portal (www.ncetm.org.uk)
Professional learningframework
mathematics content
knowledge
subject- specific
pedagogy
embedding in practice+ +
greatest impact on improving effectiveness of teaching and learning is Continuous Professional Development with all three components
CPD needs to be • cumulative & sustained• leading to appropriate recognition and/or accreditation (not quite there)
NCETM Home Page www.ncetm.org.uk
courses & events
NCETM Events Teachers talking about teaching mathematics Nov 07
I attended the conference in Birmingham and it ‘did what it said on the tin’! Lots of teachers were talking about Maths!
It's great to be given the opportunity to see what colleagues around the country are up to.
The day confirmed my belief that we all live in hope – of that spark
of real understanding from a child; will today be the day?
NCETM EventsPotential of ICT in Teaching & learning
Mathematics March 08 I enjoyed yesterday and particularly thought that in
comparison with the previous conference the teacher input was really improving. Perhaps it was the theme or perhaps it was luck, but maybe it shows the the NCETM grants are having some impact.
some of the input made me think about where we might be in 5- 10 years time. Thank you - a most enjoyable and thought provoking day
From the evaluation forms● workshops were highly relevant and accessible● 91.3% of those who responded felt it was a useful day.
Resources
Courses and Events
Professional Self evaluation
Research
Mathemapedia
Communities
Blogs
Personal and professional
learning space
the portal: a framework for professional learning
Self Evaluation
Self evaluation: assessing confidence
Self evaluation: an example
Summary
Self Evaluation: next steps
Self Evaluation: next steps
The Problem
How wide does a road have to be for a car to perform a U-turn?
What is a car’s turning circle?
NCETM Grants28 grants awarded Summer 2006:
5 All Key Stages2 Key Stage 1/Foundation6 Key Stage 2/Primary11 Key Stage 3/Secondary4 Key Stage 4/Post 16
further 23 approved 31st July 2007: 1 All Key Stages10 Key Stage 2/Primary10 Key Stage 3/Secondary2 Key Stage 4/Post-16
further 17 grants were approved 19th December 07:2 All Key Stages5 Key Stage 2/Primary9 Key Stage 3/Secondary1 Key Stage 4/Post 16
Grants Quote
The grant scheme has given myself and teachers in my department the opportunity to explore a section of Teaching and Learning that we otherwise would not have had the opportunity to do so.
The regular dialogue between the NCETM and ourselves has made us feel part of a ‘group’ as opposed to ‘on our own’.
The fact that we, as teachers, get to sit and discuss mathematics, plan lessons together, and observe each other teach has been so beneficial, it makes me glad that we went through the whole process.
Bradford Robotic Telescope NCETM study
Grants in future
60% targetted on
• extending our reach
• use of PLS: self evaluation tools, exemplified standards
• supporting ‘research into practice’
challenges for NCETMNCETM plans and priorities for 2008/9 are being reviewed in light of
● our evaluation
● consultation following the interim report of the Williams Mathematics Review.
still need to work for● national awareness & extending reach
● clarifying & putting into practice distinctive roles for the team
● securing its niche in national provision
objectives for 2008-9
engage more teachers in CPD for mathematics by
● strengthening and increasing our influence networks: eg by stimulating and supporting teachers in leading new networks (ASTs); supporting networks that arise from our events (e.g.ICT)
● Planning and running more regional events (subject focussed)
● adding to and supporting portal provision to meet needs in schools and FE through enhancing Personal Learning Space (PLS), exemplification and ongoing evaluation of its use and effectiveness
work with partners to fill identified gaps
● enhancing subject knowledge for teaching & subject leadership
● building capacity in primary
● develop some distance learning ‘taster’ PD
● support more 'process approaches' to mathematics, in partnership with QCA, with Bowland Trust)
● add more value in our partnerships (SSAT, Strategies)
● target groups of schools ‘coasting’ ?
objectives for 2008-9 (ctd)
Increase work with HEIs, particularly initial teacher
education so all new entrants are made aware of NCETM provision
Implement strategies that focus on head teachers and
principals as key drivers for change in schools and colleges
continue to work with ACME to advise on policy in relation to mathematics-specific CPD
continue to work the National Stem Director to take forward his Action programme 2, Improving teaching and learning through CPD for mathematics teachers for which the NCETM has been designated as the lead organisation
objectives for 2008-9 (ctd)
