Mathematics Matters Deriving practices from what constitutes effective learning of mathematics A year-long review, engagement and development project

Why now? Why the National Centre? 25 years since ‘Mathematics Counts’; 20 years since ‘Better Mathematics’ Time to refresh findings and recommendations in the light of accumulated research and the current educational culture and climate The National Centre is well placed to draw on expertise and experience from both within and beyond the mathematics education community This project sits behind the Centre’s strategic objective to ensure the universal provision of high quality CPD focused on successful pedagogical practices and teacher confidence with mathematics

The Key Question What constitutes the effective learning of mathematics?

The sequence Establish underpinning values, purposes and principles Recognise what research and experience are offering Derive practices

The project plan Stage 1 InitiatingMay 23 rd 2007 Stage 2 InferringSeptember 2007 – February 2008 Stage 3 EngagingApril 2008 – June 2008 Stage 4 Developing (teachers, curriculum, assessment) Stage 5 Embedding Stage 6 Evaluating

The project culture To include the widest community of interested parties in the process. For example, through: The initial invitation conference The five regional colloquia On-going open discussion on the NCETM portal Nation-wide promotion and awareness raising Regular progress reporting Never missing an opportunity to listen (e.g. today!)

Emerging themes from the initial conference Full version of first draft is included in your pack Discussion here today and on the portal will inform revisions to the draft The final draft will be used to inform the second stage of the project that starts in September

Values that underpin mathematics education

Making Mathematics Count Mathematics is of central importance to modern society. It provides the language and analytical tools underpinning much of our scientific and industrial research and development. Mathematical concepts, models and techniques are also key to many vital areas of the knowledge economy, including the finance and ICT industries. Mathematics is crucially important too, for the employment opportunities and achievements of individual citizens. (Smith, 2004 foreword, page v)

Your first task Discuss and then write down what you think are the values and purposes that underpin mathematics education?

Outcomes from learning mathematics that are valued 1.Fluency in recalling facts and performing skills 2.Interpretations for concepts and representations 3.Strategies for investigation and problem solving 4.Awareness of the nature and values of the educational system 5.Appreciation of the power of mathematics in society

Your second task Using the prompt sheet provided, discuss and then write down what you believe the priority order of the mathematical learning outcomes should be. Repeat the exercise and write down the priority order as you believe teachers perceive it.

Further work (to be continued on the portal) Consider any differences between your desired priority order and that which you believe exists in practice What do you think are the causes of these differences? What do you think could be done to narrow the gap between desired and actual?

Mathematics Matters