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“Expert Group for the Mathematics Curriculum Area”

DfES Standards Unit

The Standards Unit has formed an expert group for Mathematics to help in its drive to transform teaching and learning in the learning and skills sector. John Leigh, the Senior Professional Officer, represented The Mathematical Association at the inaugural meeting on the 23 rd March, 2004. In this role I am to act as an intermediary between the Standards Unit and the MA.

The following is a brief outline of the background to the meeting, the role of the expert group and the meeting itself. Should you wish to have further information or give feedback, please contact me via cpd@m-a.org.uk . The next meeting will be Late June/early July (date yet to be fixed)

Background

The Standards Unit was established in January 2003 to lead work in Themes 2 and 3 of the “Success for All” strategy. The professed aim of the unit is “to transform teaching, learning and leadership across the whole of the learning and skills sector.”

The “Success for All” strategy embodies a commitment to “give post-16 education and training its proper place as a vital, mainstream part of the education system” (Charles Clarke). The objectives of the strategy are

To reform the workforce and leadership of FE and training provision to meet current and future needs

To drive up standards of FE and training

To ensure all providers deliver a distinctive and effective contribution to one or more of the governments strategies for 14-19 learning, basic skills, adult skills and HE.

“Success for All” has 4 themes.

Theme 1: Meeting needs, improving choice

Theme 2: Putting teaching, training and learning at the heart of what we do

Theme 3: Developing the leaders, teachers, trainers and support staff of the future.

Theme 4: Developing a framework for quality and success

The Learning and Skills Council (LSC) is leading on Themes 1 and 4. The Standards Unit leads on Themes 2 and 3.

The meeting

Welcome

David Taylor gave the welcome and introductions.

He then went on to give a brief introduction to the standards unit, with a focus particularly on Theme 2. In his talk he outlined the need to improve the qualifications of both full time and part time college teachers/lecturers. Currently 79% of full time and 54% of part time people have a professional teaching qualification; figures he wishes to see rise to 90% and 60% by 2006.

He also wishes to see standards of teaching and learning of the weakest rise significantly and those in all institutions working within the sector improved.

He sees a key part of this improvement as being via the dissemination of effective practice and materials via training and stimulating multimedia resources. The materials will be developed and undergo a process of review throughout the trial and pilot phases before eventual launch in the ‘rollout'. He anticipates approximately 30, 150 and 3000 institutions involved at the Trial, Pilot and Rollout stages respectively, across all curriculum areas.

Regarding mathematics the timeline involves

Development September 2003+

Trial From February 2004

Pilot September 2004

Rollout September 2005

The trials and pilot would be evaluated and thus further informed as part of the process. There is further development envisaged as the first trialled materials go to the pilot stage.

David wants teachers and lecturers to know about and have such a positive view of the materials that they demand them, rather than the DfES having to push them – ie demand led .

Phase 1 saw work started (in January 2003) on Science, Construction, Business Studies and Entry to Employment (E2E). (E2E is aimed at those students who find themselves after GCSEs not yet ready for the move onwards to either work or FE.)

The expert group for mathematics is being formed now as Phase 2 (September 2003 onwards) sees work started in Mathematics, Health and Social Care, ICT and Land Based Studies (covering agriculture, horticulture, equine studies, etc).

The role of the Expert Group

The Expert Group members will be asked to provide advice and comment on emerging proposals and to seek the views of the bodies they represent. This advice and comment will cover

.  assisting to identify those aspects of teaching and learning most in need of development

.  assisting to identify best/effective practice (and barriers to this)

.  offering views on draft materials and CPD in the trial and pilot phases

.  advising on how best to promote, disseminate and embed best practice

.  defining evaluation criteria for teaching materials

The individual members of the Expert group will act as an intermediary between the Standards Unit and the body he/she represents.

Further details are available on the CD Rom attached to Issue 4 of the Standards Unit Newsletter available from the unit (quote ref SUS) (phone 0114259 1118; Email standards.unit@dfes.gsi.gov.uk ; web www.successforall.gov.uk )

Discussion Document

Jane Imrie further informed the document provided before the meeting “Mathematics – The way forward: a strategy paper”. The strategy paper raises issues about:

The need to address the culture that it is OK to be poor at maths

The need to address the poor motivation of some students - the need for innovative and exciting teaching, by enthusiastic and knowledgeable teachers – there is currently too much teaching in the sector that is of the ‘transmission' variety.

The insufficient use made of ICT in mathematics teaching in the sector.

The leadership and management of mathematics in the sector – good leadership and management are crucial so the quality must be improved.

The need to address the decline in the numbers of students going on to study ‘A' level maths

The need to address the shortage of mathematics teachers.

Jane alluded to the difficulties faced in the sector. For example, in many FE colleges there may be no such thing as a head of mathematics – there is possibly a key skills coordinator and also perhaps someone who is responsible for basic skills but these people may not talk to mathematics teachers. Add to this the range of providers in the sector – schools, 6 th form colleges, FE colleges, prisons, adult education centres – and we begin to get an idea of the complexity of the sector and the range of issues of relevance.

Update on trials of learning materials and teaching approaches

The thrust of this presentation was about the desire to promote good teaching and learning, sharing materials and ideas amongst all. Jane talked about the need to promote variety and coherent learning. She referred to a ‘toolkit' of activities to

.  Encourage active learning

.  Promote discussion

.  Encourage mathematical thinking

.  Engage learners

.  Include ICT (learn Direct see ‘ICT as a mechanism for unlocking the difficulty that adult learners find')

There is some interesting work coming out of a Standards Unit trial, using the work of Susan Wall, Wilberforce College, Hull, at 7 sites (1xschool, 1xprison, 1xtertiary, 2xFE, 2x6th form colleges). It is planned that work from here will go out to pilot in September at 30 to 40 centres.

A sample from the activities in the trial was shared in the session. Each group (of 2-4 delegates) was given a hexagonal ‘jigsaw' of equilateral triangle pieces to build. With the exception of those edges that would form the outside of the hexagon, each edge of each triangle had a mathematical expression on it. The task was to build the hexagon by placing equivalent expressions together. This type of activity can be extended for example by having a set with no edge pieces, or having some blank cards. The activity generated discussion and enthusiasm and ensured each ‘student' covered a lot of examples on the chosen topic in a relatively short time. A discussion on the pros and cons of such an activity ensued.

A video was shared giving further samples, with student and staff comment. See the Standards Unit Corporate video – section on improving teaching and learning – a part of the CD Rom, identified above, attached to Issue 4 of the Standards Unit Newsletter available from the unit (quote ref SUS) (phone 0114259 1118; Email standards.unit@dfes.gsi.gov.uk ; web www.successforall.gov.uk )