Promoting effective learning of mathematics: a national perspective

Promoting effective learning of mathematics: a national perspective

Promoting effective learning of mathematics: a national perspective Celia Hoyles, April 2008 Director reports drive the political agenda SET for success: Sir Gareth Robertss 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) specifically for mathematics Government accepted most of the

recommendations of Post-14 Mathematics Inquiry, Making Mathematics Count, 2004 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

A level target set for 2014 not so ambitious! Entries increased in 2007. Nearly back to the numbers seen prior to 2002 58,000 56000 56,000 54,000 53416 52,000

50,000 49805 48,000 46,000 44,000 A42,000 Level Entries 16-18 yr olds 40,000 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

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 up in 2006 good personalisedset mathematics teaching National Centre for Excellence in the Teaching&of Mathematics confident, competent valued teachers 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

some key characteristics of NCETMs offer 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 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 learning framework

mathematics content knowledge + subjectspecific 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 Events Potential 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 510 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. the portal: a framework for professional learning Communities Blogs Mathemapedia Resources

Personal and professional learning space Research Courses and Events Professional Self evaluation

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 cars turning circle? NCETM Grants 28 grants awarded Summer 2006: 5

2 6 11 4 All Key Stages Key Stage 1/Foundation Key Stage 2/Primary Key Stage 3/Secondary Key Stage 4/Post 16 further 23 approved 31st July 2007:

1 10 10 2 All Key Stages Key Stage 2/Primary Key Stage 3/Secondary Key Stage 4/Post-16 further 17 grants were approved 19th December 07: 2

5 9 1 All Key Stages Key Stage 2/Primary Key Stage 3/Secondary 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 NCETM NCETM 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 objectives for 2008-9 (ctd)

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 Thank you [email protected]

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