Web Notes
Professor Adrian OldknowMathematical Association / Ron Taylor,
Maths Advisor for Hampshire
Celia Hoyles,
Government Maths Advisor / Rob Eastaway
Maths writer / AlisonClark-Wilson
ChichesterUniversity
Maths writer Rob Eastaway is joined by Celia Hoyles, the Government Maths Advisor, Alison Clark-Wilson from Chichester University, Professor Adrian Oldknow of the Mathematical Association and Ron Taylor, Maths Advisor for Hampshire, to discuss what secondary maths teachers should be doing to sustain their interest and enthusiasm for the subject.
The impetus for this discussion is the expectation in the latest TDA Standards that teachers should continue to develop knowledge and understanding of their subject as well as developing the skills needed to teach it.
The discussion starts by questioning whether teachers, once qualified, actually need to learn any more maths beyond that required by the school curriculum. Celia Hoyles starts by supporting the government agenda to encourage teachers to continue to engage with mathematics, which is changing all the time, though Ron Taylor suggests that teachers may need some incentive to engage with mathematics in this way. Alison Clark-Wilson concedes that, under the present results-based system, there is not enough freedom for teachers to broaden their thinking about maths. Adrian Oldknow also stresses the importance of developing pupils’ enthusiasm about maths to create the skilled mathematicians of the future that the country needs.
Celia Hoyles goes on to suggest that teachers can re-engage with mathematics by exploring for themselves how it applies to the world around them, such as in games and in science and engineering. Ron Taylor adds that they can also examine the ways that society in general uses and relies on maths and is sometimes misinformed by it, and that the study of mathematics can develop core analytical skills.
In answer to a question about how this can actually happen in a busy school, Alison Clark-Wilson suggests that schools need to become learning communities where teachers have the freedom to take risks and are encouraged to talk about their subject. She points out that English teachers often discuss books they have read and plays they’ve seen, but wonders if maths teachers ever discuss a maths problem they’re engaged with!
Adrian Oldknow returns to the point about how way maths underpins many exciting contemporary activities that pupils will be familiar with, such as the manipulation of video images. Celia Hoyles suggests finding out about the issues that real mathematicians are working on, while Rob Eastway stresses discussing the mathematics behind everyday phenomena. Alison Clark-Wilson picks up on the importance of discussion and debate in the classroom teaching of mathematics, while Celia Hoyles mentions the new tools, such as dynamic geometry software, that can support this discussion.
The discussion moves on to consider how under-pressure teachers can find the time and space to do all this. Adrian Oldknow reminds the group that a recent government white paper proposed a specific entitlement and obligation to CPD for teachers, as in many other countries. Ron Taylor agrees that teachers must be given time to keep pace with developments in maths and to reflect upon them, while Adrian Oldknow fears that local management of school budgets often means subject specific CPD initiatives are not regarded as a priority. Celia Hoyles does not support compulsion, but is convinced that most teachers will seek opportunities to pursue their enthusiasm for the subject, while Ron Taylor feels that nothing will happen unless structures are in place in the school or the local authority to make these opportunities available.
Web sites:
The NCETM (National Centre for Excellence in the Teaching of Mathematics) is a recent initiative funded by the DfES to enhance professional development for mathematics teachers. It was established in response to the recommendations of ACME (Advisory Committee on Mathematics Education) and those made in Professor Adrian Smith's report 'Making Mathematics Count'.
Prof Smith’s report ‘Making Mathematics Count’ summarises the importance of mathematics. Chapter 5 has proposals for an ongoing CPD structure for existing maths teachers based on the ACME report. See
The recent TDA standards document defining expectations for all teachers.
The Universities Council for the Education of Teachers (UCET) response to the draft TDA standards.
Rob Eastaway, who chaired the TV discussion, has his own website to promote the public understanding of mathematics.
Prof Adrian Oldknow’s own website, reflecting his commitment to making mathematics a more exciting and interesting subject for teachers and learners, with an emphasis on ICT, geometry, mathematical modelling and cross-curricular work.
SKIMA - Subject Knowledge in Mathematics – publishes research into the relationship between subject knowledge and teaching, though mainly focussed at primary.
Publications:
‘Mathematics Teaching’ is the journal of the Association of Teachers of Mathematics. It carries many articles about the broader aspects of mathematics and its teaching.
See
‘Making Subject Matter Knowledge Part of the Equation’
An American research paper on the relationship between mathematical knowledge and teaching expertise. See
‘Maths Through the Ages – A Gentle History for Teachers and Others’
Oxton House and Mathematical Association of America, ISBN 0-88385-736-7
How an understanding of the history of mathematics can help teachers teach the preset-day curriculum to their pupils.