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- GCSE Subject criteria for Mathematics: consultation...
- Bowland Maths materials are now live...
- Maths popular lectures...
- Algebra software free to helper...
- Contribute your views on STEM Agenda...
- Teaching Advanced Maths: summer courses...
- Brian Griffiths, pioneer, has died...
- ICTs in developing pupils' understanding of algebra...
- Induction for tutors new to Primary and Secondary Mathematics ITE...
- Tests 'damaging' to school system...
- Maths plus 'geeky' images equals deterred students...
- £3m investment for future of UK science and maths education...
- Tommy has five popsicles. Two are melting. How many...
- Californian maths teacher shortage...
- Celia Hoyles: The magic numbers...
- Switch to national curriculum 'smooth'
- Bridges: Mathematics, Music, Art, Architecture, Culture
- Follow up to Mathtutor:survey
- Robert Recorde - his life and times: conference...
- Math teaching and First Nations (B.C. Canada) culture...
- Higher Level Teaching Assistants pilot study report...
- A new twist on the Mobius Strip...
GCSE Subject criteria for Mathematics: consultation...
QCA is carrying out an online consultation on the subject criteria for Mathematics from Thursday 26 June until 30 September 2008.
ACME is encouraging all comments on both of these draft criteria to be copied to acme@royalsociety.org. ACME will contribute to a mathematics community response to the criteria over the summer period led by the Joint Mathematical Council of the UK and hopes that this will also engage with other subject communities through the Council for Subject Associations and other appropriate vehicles. One of its purposes will be to answer the following key question: "When and how should the new GCSEs in Mathematics be rolled out nationally? Jointly or staged, and in 2010 or 2011?"
Bowland Maths materials are now live...
Bowland Maths makes maths fun for pupils aged 11-14. The aim is to help change pupils' views of maths by increasing their motivation and enjoyment, which should help increase their confidence and their competence. A second aim is to help teach maths in a different way.
The Bowland Maths materials look very different from most maths teaching materials. They consist of innovative case study problems, each taking 3-5 lessons, designed to develop thinking, reasoning and problem solving skills – as in the revised Key Stage 3 curriculum. Each case study is different, but all provide pupils and teachers with problems that are fun and engaging, while also being a rich maths experience. The case studies are not remotely like answering questions from a book. For Portraits of the case studies, click here.
Bowland Maths also includes Professional Development materials to help teachers with the skills needed for the case studies and for the new Programme of Study. There are five modules which cover the main pedagogical challenges for this type of investigative problem solving. Each module is activity based; it is built around problems similar to the case studies, but short enough to fit into a single lesson. For an outline of the Professional Development modules, click here.
All these materials are available on the Bowland Player, which is free to UK schools from this website. Some users may have problems accessing interactive content online, so there is a DVD-ROM version, which also has better quality video, available free to schools in England.
Maths popular lectures...
The London Mathematical Society have been holding annual popular lectures for over 25 years.
This year's lecturers are: Dr Tadashi Tokieda ('Toy Models') and Dr Reidun Twarock ('Know your enemy ? viruses under the mathematical microscope')
The lectures are aimed at a general audience and are suitable for sixth formers. Both lectures will be given in London on 9 July and Birmingham on 25 September; tickets are free.
Further details on the LMS website
Algebra software free to helper...
Chartwell Yorke would appreciate help to improve the next version of Aplusix II Algebra Learning Assistant. In return, a personal licence for Aplusix and an Aplusix site licence will be provided to the teacher, with the prospect of royalties for future work.
We'd like her/him to tell us how the various levels of exercises in Aplusix map to the UK curriculum, to improve the English in the exercises text, and to give feedback on ease of use. From time to time, free upgrades will be provided in return for further localisation of the exercises (improvement of the English phrases). When the alternative web version of Aplusix is ready at the beginning of 2009, the teacher will have the possibility to work on contents (localisation of exercises, creation of exercises, creation of progressions) and this work will be paid as author rights.
[http://www.chartwellyorke.com/aplusix/ There's an overview of Aplusix here}.
The next version of Aplusix (v1.1) which is the one we'd like improving, may be from here.
A Key valid to mid-July so anyone can take a look at this is: DAC13 AHY1I AI211 ADMA9 AF51U
Contribute your views on STEM Agenda...
The STEM Advisory Forum is an opportunity for all those interested in the teaching and learning of science, technology, engineering and mathematics to contribute their views on the STEM agenda. The views expressed on this website will be used to help inform the Department for Children, Schools and Families and the Department for Innovation, Universities and Skills in taking forward the Government's STEM agenda.
Launch content includes a piece by Sir Peter Williams on the primary maths review and the latest STEM Progress Report from DCSF.
Talk about this here at the Forum
Teaching Advanced Maths: summer courses...
The 'Teaching Advanced Mathematics' course, offered through four universities in England, is currently inviting applications for course commencement this summer. This is a 16-month part-time course for current GCSE Mathematics teachers, giving them the support to teach beyond GCSE with confidence. It is funded by the Gatsby Charitable Foundation.
More info and application forms
Brian Griffiths, pioneer, has died...
We are sad to report that Brian Griffiths (Professor Emeritus, University of Southampton) died suddenly on Wednesday 4 June 2008.
Brian was a pioneer in many ways. He will be remember for the books and monographs that he wrote, often with teachers in mind. In these he looked at classical mathematics from a contemporary viewpoint (for example, his book 'A comprehensive textbook of classical mathematics', written with Peter Hilton, and his chapters on analysis in the SMP 'Companion to Advanced Mathematics') and he provided introductions to advanced mathematical topics, such as Topology (ATM monograph, 1967), Surfaces (CUP 1976), and Mathematics of Models (with Adrian Oldknow, 1993).
Brian, along with Geoffrey Howson, pioneered work on the relationship between mathematics and society. Their book "Mathematics: society and curricula" remains important.
At Southampton Brian pioneered, and supported the development of, undergraduate mathematics options on the history of mathematics, the mathematics curriculum, problem solving and investigations, mathematical modelling, and student-directed projects. These developments were influential in undergraduate mathematics education and encouraged other institutions to begin similar courses.
He was involved in the School Mathematics project from the 1960s. With Geoffrey Howson he wrote a review of curriculum reform Mathematics: Society and Curricula. published in 1974 which had impact beyond the UK.
He served as a chair of the Joint Mathematical Council and chair of the LAMP steering group.
Above all, Brian was a supremely nice person always willing to share his expertise. He never stopped being active in mathematics education and it is fitting that the current issue of the Mathematical Gazette (dated March 2008, vol 92, issue 523) contains a piece by Brian on the Golden Ratio. The article provides an address for messages. Brian will be sadly missed.
ICTs in developing pupils' understanding of algebra...
The University of York, Department of Educational Studies has published a fourth systematic review of the literature report in mathematics education. It is available on the EPPI Centre website.
This review looked at the use of ICTs in developing pupils' understanding of algebraic ideas.
The review set out to find out how different software and hardware can be used to develop pupils’ understanding of functions.
Despite considerable investment in ICT, inspection evidence suggests that progress in mathematics is relatively weak. Many pupils find algebra particularly difficult. Teachers and policy makers need access to the best quality evidence of how ICT can be used in this aspect of mathematics.
Induction for tutors new to Primary and Secondary Mathematics ITE...
The next induction event for mathematics will be on Monday 1st September in Birmingham and will take place alongside the annual AMET conference. The induction event will be free to any mathematics tutor (both primary and secondary) who by that time has not already completed three years in post and who has not already received funding to attend an AMET conference. The event will be led by experienced mathematics education tutors and will also provide opportunities for participants to meet other colleagues and work with them. There will be no charge to course delegates, and lunch and refreshments will be provided. Travel expenses will also be paid.
New tutors are also invited to stay for Sunday 31st August for the first day of the two-day AMET conference. Those attending the induction event will be able to attend for the Sunday of the AMET conference and overnight Sunday night for no additional cost. A programme for the full AMET conference will be posted on the AMET website in due course.
In order to book a place (or places) on the induction event please contact Ros Hyde by 18th July giving full contact details for potential delegates and specifying whether or not they will attend for the full conference. Details about the course and venue will be sent out in August.
Tests 'damaging' to school system...
"The national testing system in English schools is being misused to the detriment of children's education", says a report from a committee of MPs.
"The Commons schools, children and families committee says teachers spend too much time 'teaching to the test'.
"'The inappropriate use of national testing could lead to damaging consequences,' warns the report."
Maths plus 'geeky' images equals deterred students...
"The research revealed that many of the clichéd perceptions which it identified are linked to the way in which mathematics and mathematicians are presented in popular culture. Although there has been an increase since 2006, the number of people in England and Wales choosing to study maths has been in decline in the last decade. The subject's negative portrayal in popular culture contributes to this lack of interest. The research went on to suggest using popular culture as one way to promote a more positive view of maths.
"Dr Heather Mendick and Marie-Pierre Moreau from London Metropolitan together with Prof Debbie Epstein of Cardiff University undertook a survey, focus groups and interviews with GCSE school students, final year mathematics undergraduates and post and undergraduate students in the social sciences and humanities."
£3m investment for future of UK science and maths education...
"As part of a commitment to find new ways to encourage children and young people to greater achievement and understanding of Science and Mathematics related subjects, the Economic & Social Research Council, in partnership with other Research Councils, the Institute of Physics, Department of Children, Schools and Families (DCSF) and the Gatsby Foundation will be investing £3 million to fund 5 projects across the UK.
"The projects will also be supported by various other organisations, including the Association for Science Education."
Tommy has five popsicles. Two are melting. How many...
"Ramona is one of several California schools given grants to implement the Singapore Math approach to teaching, formally known as the "Primary Mathematics" series since it was devised in 1982 by Singapore's Ministry of Education.
"The school began using the new method in 2005. It is now taught in 34 classes, including special education.
"For school maths coach Robin Ramos, the most important parts are the lessons guiding students from the concrete to the abstract. As an example of early grade teaching, she offers this example: Tommy has five popsicles (flavoured ice-blocks). Two are melting. How many are left that are not (melting)?
"Students are encouraged to turn the equation into a picture story. It encourages creative thinking, Ms Ramos says. In short, the program favours depth of study over breadth."
Read more at The Age (Australia)
Californian maths teacher shortage...
"California faces a shortage of math and science teachers, but it's not evenly spread. In low-performing districts, the proportion of teachers lacking sufficient knowledge of these subjects is far greater, and it presents one more obstacle to preparing students for college.
"The state has the legal and moral obligation to erase this inequity.
"The Senate Education Committee took a small but monumental step when it passed a bill providing districts with a way to pay higher salaries to math and science teachers in troubled schools."
Read more at the Pasadena Star-News
Celia Hoyles: The magic numbers...
Like Bertrand Russell, for whom mathematics was "my chief source of happiness", Celia Hoyles has always adored a subject that terrifies and repels large sections of the population. She sees life, she says, through a numerical lens and instantly appreciates the mathematical patterns in things like snails' shells. "There's something wonderful about logical proof," she enthuses. "You can prove one thing and fit it into something else, it's like a jigsaw."
Read this article at The Guardian
Switch to national curriculum 'smooth'
The [Australian] federal government is trying to reassure parents who believe the introduction of a national school curriculum could disrupt their children's education.
Education Minister Julia Gillard said the government would take steps to ensure the switch to a national curriculum was as smooth as possible for existing students.
Steps will be in place to minimise disruption - in much the same vein as Labor's planned transitional industrial arrangements for people on Australian Workplace Agreements.
"Part of what we're doing is getting the National Curriculum Board to develop the national curriculum," Ms Gillard told the Nine Network.
More here at The Age, Melbourne
Bridges: Mathematics, Music, Art, Architecture, Culture
July 24-28, 2008
The Bridges Conference is a premier venue to meet and mingle with outstanding artists and mathematicians, who are happy to share their latest creative works. The juried art exhibit displays the state of the art in math/art and is sure to inspire you with new ideas. The conference will feature an excursion on July 26th and a mathematical art public activity day on July 29th.
Follow up to Mathtutor:survey
As a follow up to Mathtutor - a free online resource to help A-level students with maths, the team now want to produce a resource to help A-level students with their modelling and problem-solving skills.
However, before the work can begin, they need to gather information comparing the current uptake of A-level maths modules with four years ago, before the last significant changes were made to A-level maths specifications.
They would be really grateful if you could help by completing the online survey form.
Individual responses will be kept confidential within the team, and if responses are quoted in any report, they will be of a statistical nature and completely anonymous.
Robert Recorde - his life and times: conference...
8-10 July, 2008 at Gregynog Hall, Newtown, Powys
2008 marks the 450th anniversary of the death of Robert Recorde (1510?-1558), a mathematician and physician born in Tenby, Pembrokeshire, whose work included some of the first English texts on arithmetic, algebra and geometry as well as texts on cosmology and medicine.
Recorde is principally known as the inventor of the equals sign, but his contribution to the development of mathematics and its teaching is far wider than that. The conference will explore Recorde’s writings, in mathematics and other disciplines, drawing on recent research.
Yn 2008 dethlir 450 o flynyddoedd ers marwolaeth Robert Recorde (1510-1558), mathemategydd a meddyg a aned yn Ninbych-y-pysgod, Sir Benfro. Ysgrifennodd Recorde rai o'r llyfrau cyntaf yn Saesneg ar rifyddeg, algebra a geometreg, yn ogystal â llyfrau ar gosmoleg a meddygaeth.
Mae'n enwog yn bennaf am ddyfeisio'r arwydd hafal, ond roedd ei gyfraniad i ddatblygiad mathemateg ac addysg mathemateg yn ehangach o lawer na hynny. Bydd y gynhadledd hon yn trafod gwaith Recorde, mewn mathemateg a disgyblaethau eraill, gan bwyso ar ymchwil diweddar.
More info (it's near the bottom of the page)...
Math teaching and First Nations (B.C. Canada) culture...
In Haida Gwaii, off British Columbia’s remote northwest coast, teachers are exploring connections between oral stories and mathematical problem solving.
"How might we teach math so that all students, particularly Aboriginal, are more interested, more engaged and ultimately successful?" asks Cynthia Nicol, UBC [University of British Columbia] Associate Professor, Department of Curriculum Studies and former math teacher in Haida Gwaii. One answer is connecting math teaching to culture and place.
Read more at www.publicaffairs.ubc.ca...
Higher Level Teaching Assistants pilot study report...
Higher Level Teaching Assistants (HLTAs) provide valuable support for teaching and learning in schools. HLTAs work under the supervision of a teacher to assist with classroom activities, which has an impact on raising pupil achievement levels.
The Training and Development Agency for Schools (TDA) supports people in meeting the national standards to achieve HLTA status. The TDA has committed £4.7 million this year alone to encourage more people to become an HLTA with a mathematics or science specialism working in a secondary school. It follows a recent pilot study which looked at specialist mathematics and science HLTAs in secondary schools and the most effective methods to recruit, train and deploy them.
The pilot captured many effective ways in which HLTAs were working in a science or mathematics environment. This included how they worked with pupils with specific learning difficulties, how they supported pupils who had missed lessons and how they targeted pupils at critical points such as at the GCSE grade C/D boundary.
Recommendations from the pilot included greater training in specific subject knowledge. The pilot showed specialist science and mathematics HLTAs are best attached to their relevant departments and supported by a mentor. It was also recommended that mathematics and science specialists should be required to provide evidence that they have acquired and applied their subject knowledge as an integral part of meeting the HLTA standards.
A summary of the pilot’s research findings is here
Talk about this here in the Forum...
A new twist on the Mobius Strip...
Cut a thin strip from a piece of paper, twist it, and connect the two loose ends. You'll end up with a Möbius strip, a graceful bracelet that oddly has only one side, as you can easily demonstrate by running your finger around it. Now try the same thing with the much wider strip of paper. Why is it harder to connect the ends? Mathematicians now have a precise answer.
Read more here (ScienceNOW)...
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