Project Maths - Update
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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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