Transcript Secondary Mathematics Strategic Leads Powerpoint

Improving Secondary Mathematics
Secondary Mathematics
Strategic Leads Conference
Jane Jones HMI
National Advisor for Mathematics (including numeracy)
October 2010
Aims
All:
to hear the presentation and participate in
discussions
Most:
to reflect on the priorities and implications
Some:
to understand how to act on these reflections.
What does ‘improving
secondary mathematics’
mean
to you?
your schools?
your LA/region?
Discuss!
Improving secondary mathematics –
the inter-relationships
Teaching &
learning
Standards
Leadership &
Management
Curriculum &
qualifications
Improving secondary mathematics –
the inter-relationships
Good quality
T&L
Insightful,
rigorous
L&M
Higher
standards
Meaningful
curriculum
experiences &
qualifications
Mathematics:
understanding the score
(2008 – report
2009 - booklets)
The fundamental issue for teachers...
… is to develop pupils’ mathematical understanding.

‘Too often, pupils are expected to remember methods, rules
and facts without grasping the underpinning concepts, making
connections with earlier learning and other topics, and making
sense of the mathematics so that they can use it
independently…

‘Pupils rarely investigate open-ended problems which might
offer them opportunities to choose which approach to adopt
or to reason and generalise.

‘Most lessons do not emphasise mathematical talk enough…
pupils struggle to express and develop their thinking.’
Christine Gilbert comment
“Too much boring teaching”
Her report contained examples of weak teaching,including
lessons focusing on “basic revision of a skill or technique”
This does sound like teachers under pressure to get results to
improve exam scores or risk the wrath of…… OFSTED
Incidentally only 5% of teaching in secondary school was
indadequate
Teaching for understanding
Should all pupils be
able to carry out
long division by the
end of KS2?
Condems anxious to alter(influence)
calculation algorithms in primary
New methods would prioritise rote learning as opposed
to teaching for understanding.Proposed changes
include teaching

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Vertical addition/subtraction to 3 or 4 place numbers

Addition,subtraction,mult and div of vulgar and
decimal mixed fractions in Y5
Tables up to 12 in KS1
Long mult and div using standard algorithms popular
in 50’s
A task for you
Write down any three-digit number
Multiply it by 13
Multiply that answer by 7
And, finally, multiply that answer by 11
What do you notice?
Does it always work?
Why?
Part B of the report: every child’s mind
matters in mathematics
Goes underneath the issues and explores good practice :


tests and examinations: what is the score?

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assessment for understanding: the teacher as detective

pupils’ enjoyment and understanding of mathematics.
teachers’ subject knowledge, pedagogic skills and
classroom practice
using and applying mathematics: pupils as
mathematicians
2010:
what’s the score now?
Findings from recent secondary visits
Some improvement: more teachers are circulating, checking on
learning, using strategies such as mini-whiteboards and asking
key questions
Grade Some key features
1
A focus on thinking and understanding, through students
collaborating extensively with each other
2
Students work hard, teachers provide helpful support. In
some/many schools, extra provision is boosting satisfactory
progress in lessons
3
Students given clear examples, then many similar questions
that do not develop problem-solving skills or understanding
of concepts. Lack of differentiation and challenge
Emerging trends in KS4 practice

Grade C GCSE is important: without it, doors close
but the heavy emphasis on grade C GCSE is leading
to lots of ‘teaching to the test’
 starting GCSE in Year 9
 focus on C/D – close monitoring, mentoring often

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linked with English for the 5A*-C measure
use of re-sits
stopping mathematics early (usually post C+)
some use of two awarding bodies for GCSE
readiness for A/AS level?
other qualifications
Emerging trends in KS3 practice

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Two-year KS3

SoW usually based on the mathematical content of
the curriculum (Ma2-4) but without explicit
development of UAM/key process skills

Nurture groups and competence-based curricula:
often taught by non-specialists with responsibility
located outside the mathematics department
SoW usually revised – now often contain problems or
functional skills activities – but which pupils do them?
Some progress/improvements
but some significant challenges
remain!
Improving the curriculum:
what are we finding?

Many teachers in a department working hard to help their
pupils do well (in tests and exams) … revision,
intervention, mentoring …

Problem solving, investigation, practical activities, ICT –
but unevenness in how much each pupil experiences

Rarely is there explicit development of using and applying
mathematics/functional skills – usually pupils are expected
to acquire them through doing some tasks

Less emphasis on A/A* work, especially algebra (a
consequence of modular GCSE/2-tier?)

Little attention given to proof at KS3 and 4.
Improving teaching:
what are we finding?

Many teachers in a department working well with (some)
colleagues, sharing ideas …. but informally so not all
teachers benefit from shared good practice.

A lack of guidance on approaches that underpin
conceptual understanding and progression.

Observations by subject/senior managers that focus on
what the teacher does rather than gains in pupils’
knowledge, skills and understanding.

Sometimes, whole-school policies do not support good
T&L in mathematics (eg marking and lesson planning)

Development plans that do not always include improving
teaching as a strategy for raising standards.
Improving leadership and management:
what are we finding?

HoDs have more access to professional development than
their colleagues … other teachers receive limited
mathematics-specific CPD, and little subject INSET time in
schools.

Much emphasis on short-term strategies (eg intervention,
revision, booster) and not enough on improving quality
first teaching.

Data analysis used to check progress and intervene but
not often used strategically to improve provision

Not all HoDs have benefited from good role models of
middle L&M. Not all senior leaders model good line
management or understand the issues in mathematics.
There are not enough good mathematics teachers and
subject leaders so we must develop those we have.
2010: hot off the press!
Subject criteria
(available for all subjects)
Improving secondary mathematics
Think about practice you have observed recently:
 a particular lesson
 the work of a department/subject leader
 discussion with senior leaders
Consider the criteria.
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What elements of good/outstanding practice did you see?
What were the weaker areas?
What conversations might/did you have to move the
practice forward?
Discuss!
The future
….. in particular,
post March 2011
Improving secondary mathematics:
what is available to schools to help
them improve?
Improving secondary mathematics
What is available to schools to help them improve?
 within a school
 local networks
 regionally
 nationally
Ideas for the way
forward: over to you!