Transcript Project Maths - Update

Project Maths – a curriculum and
assessment initiative in Ireland
Bill Lynch, NCCA
(Director, Curriculum and Assessment)
Summary

Overview of NCCA structures

Review of mathematics - summary

Proposals for curriculum revision in mathematics

Project Maths
–
Rationale, structure and timelines of the project
–
Curriculum and assessment development
–
Supporting change
2
The NCCA
Council
Executive teams x 8
Senior Cycle Committee
specialist committees
Junior Cycle Committee
specialist committees
EC and Primary Committee
specialist committees
3
Overview and background
 Previous developments in maths education
 Issues in mathematics education;
consultation
 Research – international trends in maths
education
 Proposals for change; implications
4
Issues and concerns in
mathematics education
 Student uptake for different syllabus levels
 Low student achievement in national examinations and
in international assessments (PISA, TIMMS)
 Lack of understanding and the ability to apply
mathematics in unfamiliar contexts
 Emphasis on rote learning of procedures
 Nature of assessment and its effect on teaching and
learning
 Student and cultural attitudes to mathematics
5
Discussion and consultation
Review to consider
 Nature and purpose of mathematics education at
second level
 The need for syllabus and assessment change
 Requirements of third-level education
 Role of ICT in mathematics education
 Teacher professional development needs
 Cultural attitudes towards mathematics
6
Consultation (2005)
 Documents circulated
– NCCA discussion paper + Response questionnaire
– Research paper (Conway and Sloane)
– Information leaflet for schools
 Main response points
– Curriculum, Assessment
– Contexts and applications for mathematics
– Teaching and learning; teacher qualification
– Negative attitudes towards mathematics
7
Focus issues
 How students encounter mathematics
 The kind of mathematics they might experience
 New approaches to teaching and learning
 How mathematics might be assessed
 Supporting the change - a new model of
curriculum development
8
Changing the change process
 Traditional model of curriculum change
– centralised development and implementation/support
 Project Maths approach
– school-based initiative; teachers involved in the change
– lesson development and adaptation/refinement
– feedback to curriculum development process
– incremental revisions to syllabuses
– assessment reinforcing the changed approach
9
Emphasis on understanding
and skills
 Building on existing knowledge and skills
 Progression and continuity; from the concrete to
the abstract, from the informal to the formal
 Developing learner confidence and competence
 Focus on problem-solving skills and strategies
 Applying knowledge and skills to familiar and
unfamiliar contexts/problems
10
Developing the proposals

Committees and Board of Studies (September 2006)

Outline proposal to Council (December 2006)

Strands and sequence proposed (March 2007)

Final proposals and indicative costs (June/July 2007)

Revised timescales (December 2007)

DES approval in principle (March 2008)
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Project Maths

Phased syllabus change; strands

Working with an initial group of schools

Simultaneous implementation at lower and upper
second level

Bridging with primary school mathematics

Incremental change to examinations

Ongoing teacher professional development
12
Aims of Project Maths

Improve mathematics education at second level

Increase student uptake of Higher level mathematics

Develop critical thinking and problem-solving skills

Broaden the focus of assessment

Support teacher professional development
13
Junior Certificate mathematics
 Common introductory course
– progression from the primary mathematics curriculum
– building on the knowledge, understanding and skills
developed at primary school
– delayed choice of syllabus levels
 Two syllabus levels, Ordinary and Higher
– at least 60% of cohort at HL
14
Leaving Certificate mathematics
 Three levels, Foundation, Ordinary and Higher
– target of 30% at Higher level
– upward progression of levels possible
 Flexibility and choice
– emphasis, context, applications
 Assessment
– balance of theory and applications/context
– removal of choice in the examination
15
Phasing of developments
 Bridging framework to link primary and postprimary mathematics
 Phased syllabus changes at junior cycle and
senior cycle – 5 strands over 3 years
 Increased emphasis on contexts and
applications
 Focus on higher-order mathematical skills
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Syllabus strands
1. Statistics and Probability
2. Geometry and Trigonometry
3. Number
4. Algebra
5. Functions
17
Wider context of change
 School completion targets
 Access to and participation in third level
 Junior cycle and senior cycle changes
– focus on the learner, on understanding and skills
– Key Skills
– role of assessment; recent developments
 Needs of society
– Ireland and the knowledge economy
18
Senior Cycle
Key Skills Framework
19
Comments and challenges
 General support for the proposed developments
 Focus on the purposes of mathematics education, the
kinds of mathematics required to fulfil these, and then a
provision structure that best suits
 Some concern around the implications for schools and
students
 Need to consider the feasibility of mixed class groups
and workability of choices/options
 Teacher professional development to address prioritised
needs
20
Doing change differently
 Involving teachers
– school-based initiative; lesson development
– feedback to curriculum development
– immediate start-up and ongoing involvement
– changing the mind-set of teachers
 Change in parallel with senior cycle developments
– incremental revisions to syllabuses and assessment
21
Supporting the change
 Teacher Education Section of DES to administer
the project
– Project Maths Support Team
– Funding
 NCCA responsible for
– directing curriculum and assessment development
– advising on teacher professional development
– review and evaluation
22
Resource implications
 Resources to support teachers
 Resources for student use and research
 Web-based materials
 Relevant contexts and applications of
mathematics
 Communication; public awareness
 Information on careers
23
External support for change
 National Centre for Excellence in Mathematics and
Science Teaching and Learning
 Professional development and support for teachers
 Collaboration with other agencies and groups
 Building capacity to sustain change
 Promotion and communication
24
Progress to date
 Syllabus strands development and refinement
 Teacher professional development
 Resources for teachers and students
 Introduction in all schools; Sept. 2010 start-up
 Assessment
– Sample examination paper (SEC)
– Pre-Leaving Certificate (NCCA)
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Challenges
 Macro level
– Maintaining and improving standards
– Responding to feedback
– Scaling up to all schools
 Micro level
– Teachers and students moving from certainty to
uncertainty
– Supporting students with special educational needs
– Supporting students who are exceptionally able at
mathematics
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Information on Project Maths and
resources for teachers and students
URL: www.ncca.ie/projectmaths
www.projectmaths.ie
Email: [email protected]
[email protected]
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For discussion
 System level
– Purpose of the change
– Driving and managing the process
– Challenges and impediments
– Timeframe for development/implementation
– Measuring and evaluating progress; assessment
 School level
– Resources for mathematics
– Professional development of teachers
– Support for students
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