Promoting effective learning of mathematics: a national perspective

1. Promoting effective learning of mathematics: a national perspective Celia Hoyles, April 2008 Director

2. reports drive the political agenda SET 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)

3. specifically for mathematics Government accepted most of the recommendations of Post-14 Mathematics Inquiry, Making Mathematics Count, 2004

4. background to Making Mathematics Count2004 • 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

5. 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

6. what has Government put in place since 2004? • curricula reforms • workforce incentives • initiatives to enhance engagement & participation • structures to promote subject-specific CPD

7. A level target set for 2014 not so ambitious! Entries increased in 2007.Nearly back to the numbers seen prior to 2002

8. 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?

9. set up in 2006 National Centre for Excellence in the Teaching of Mathematics see www.ncetm.org.uk crucially Government has recognised the need for good personalised mathematics teaching confident, competent & valued teachers of mathematics

10. 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

11. some key characteristics of NCETM’s 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

12. 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)

13. mathematics content knowledge subject- specific pedagogy embedding in practice + + Professional learningframework • 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)

14. NCETM Home Page www.ncetm.org.uk

15. courses & events

16. 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?

17. 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.

18. the portal: a framework for professional learning Communities Blogs Resources Personal and professional learning space Mathemapedia Courses and Events Research Professional Self evaluation

19. Self Evaluation

20. Self evaluation: assessing confidence

21. Self evaluation: an example

22. Summary

23. Self Evaluation: next steps

24. Self Evaluation: next steps

25. 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?

26. NCETM Grants • 28 grants awarded Summer 2006: 5 All Key Stages 2 Key Stage 1/Foundation 6 Key Stage 2/Primary 11 Key Stage 3/Secondary 4 Key Stage 4/Post 16 • further 23 approved 31st July 2007: 1 All Key Stages 10 Key Stage 2/Primary 10 Key Stage 3/Secondary 2 Key Stage 4/Post-16 • further 17 grants were approved 19th December 07: 2 All Key Stages 5 Key Stage 2/Primary 9 Key Stage 3/Secondary 1 Key Stage 4/Post 16

27. 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

28. Grants in future • 60% targetted on • extending our reach • use of PLS: self evaluation tools, exemplified standards • supporting ‘research into practice’

29. 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

30. 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

31. 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) • targetgroups of schools ‘coasting’ ?

32. 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

33. Thank you celia.hoyles@ncetm.org.uk