Intersections ACME and HoDoMS Dr Sue Sanders FIMA

1. Intersections ACME and HoDoMS Dr Sue Sanders FIMA

2. ACME’s Mission Statement: The Advisory Committee on Mathematics Education is an independent committee that acts as a single voice for the mathematical community, seeking to improve the quality of mathematics education. ACME was established by the Joint Mathematical Council of the UK and the Royal Society, and is supported by the Gatsby Charitable Foundation. Note: ACME deals with England rather than the UK.

3. Mathematics Community Mathematics Education Community • Five years ago ‘useful’ image of conflicts between school and university mathematics • Five years ago ‘useful’ image of conflicts between mathematics education organisation • Five years ago ‘useful’ image of conflicts between ‘government agencies’ and mathematics education community

4. Not useful to those of us who aim for Improvements in the learning of, engagement with and enjoyment of mathematics

5. Today’s image British Congress on Mathematics Education March 30th- April 2nd at University of Warwick

6. Association of Mathematics Education Teachers British Congress of Mathematics Education British Society for Research in Learning Mathematics British Society for the History of Mathematics Institute of Mathematics and its Applications London Mathematical Society Mathematics, Statistics and Operational Research Network National Association for Numeracy and Mathematics in Colleges National Association for Mathematics Advisers The Association of Teachers of Mathematics The Mathematical Association The Royal Statistical Society Organised through Joint Mathematical Councilwith 500 delegates from:

7. This was the best professional development event I have ever attended, (it was also excellent value for money), and I have returned refreshed and stimulated, buzzing with ideas for myself and the mathematics department. .During the coffee breaks and lunches it was great to exchange experiences, and talk about doing mathematics and teaching mathematics with other equally passionate and committed people.

8. A year in the life of ACME • Smith report published (February 2004) • ACME/QCA Workshop on KS4 Mathematics and Science Council Colloquium on Smith report (March 2004) • DfES’s response to Smith report (June 2004) • Government’s 5-year Education Strategy (July 2004) • Appointment of Chief Advisor for Mathematics (Autumn 2004)

9. And on ……. • ACME’s report on 14-19 assessment in mathematics (January 2005) • NECTM Tendering Process (in progress) • Feasibility Study for local aspects of NCETM (in progress) • Pathways (in progress) • Functional mathematics (in progress)

10. ACME’s Membership: • Chris Belsom, Head of Mathematics, Ampleforth College • Colin Matthews, County Mathematics Advisor, Suffolk CC • Chris Robson, Professor of Mathematics, University of Leeds • Sue Sanders, University of Wales Swansea • Karen Spencer, Director of Quality Assurance Audit, Kingston Tertiary College

11. Members starting 1st April 2005 ACME welcomes Professor Margaret Brown from the Education Department, King's College London as the new Higher Education member with expertise in mathematics education research, who, together with Diane Cochrane (Secondary) and Laurie Jacques (Primary) two new teacher members from the maintained sector, join the Committee from 1 April 2005. The remaining original Committee members will retire as follows: Dr Sue Sanders on 31 July 2005; Chris Belsom by 31 December 2005; Professor Chris Robson by 31 December 2006.

12. Intersections of ACME and HoDoMS Mathematics

13. Common Issues and Opportunities • Public Images of mathematics • New developments in Curriculum and Assessment • Recruitment and retention of teachers • Professional development of teachers

14. Professional Development of mathematics teachers Making Mathematics Count and the ACME report, Continuing Professional Development for Teachers of Mathematics, argue that it is essential for teachers of mathematics to pursue professional development throughout their careers, deepening subject knowledge, extending their subject specific pedagogy, and inspiring their pupils with the power and potential of mathematics.

15. DfES response to Smith (p. 34) We will establish a National Centre for Excellence in the Teaching of Mathematics to provide strategic direction and leadership and, with the support of ACME, draw together the wider mathematics community to contribute their expertise. In doing so the National Centre will work alongside the TTA, in its new role for subject specific professional development, and the National Primary and Key Stage 3 Strategies to build capacity at school and college level. ■ We will invite tenders against a detailed specification by March 2005, which will include the National Centre’s role in respect of further and higher education and workplace learning

16. Question to HoDoMS • In what ways can your School/Department engage with local offerings of CPD for teachers?

17. Curriculum and Assessment • Pathways • Functional mathematics • Changes to assessment at 16 • Changes to assessment at 18

18. Post14 Mathematics Inquiry (3) The Inquiry recommends that: • “.. funding be provided to the QCA and its regulatory partners to commission, through an open bidding process, up to three curriculum and assessment development studies… The aim of this exercise will be to inform the selection of a preferred pathway model to form part of the reformed 14–19 structure in England and possible parallel developments in Wales and Northern Ireland… the Inquiry recommends that the regulatory authorities work in partnership with ACME and mathematics community representatives from Wales and Northern Ireland, and that the DfES and relevant devolved authorities provide appropriate funding to support this.” Recommendation 4.11

19. DfES response to Smith (p.46) In developing the model [for delivery of mathematics within the 14-19 framework], we expect the [14-19] Working Group will draw on recommendations in Professor Smith’s report.… In parallel the QCA, working together with ACME in an advisory capacity, will lead on commissioning and co-ordinating some of the more detailed modelling and curriculum work. We recognise that there are difficult and complex issues that need to be resolved if we are to develop a successful model for mathematics provision that takes into account the unique characteristics of the discipline but is compatible with the design for the overall diploma framework. We will be looking to the QCA to take forward this work with help, advice and support of the wider mathematics community as well as ACME.

20. Functional Mathematics • Functional mathematics is the mathematics that people need to participate effectively in everyday life, including the workplace

21. Question to HoDoMS • Do Schools/Departments of Education have experiences from ‘service teaching’ that could inform discussions on functional mathematics? • In what ways would HoDoMS wish to engage with reviews and changes to curriculum and assessment 14-19 • How can this best be achieved?

22. Mutual Concerns • Closure and implosion of Schools and Departments of Mathematics • Equity of opportunities to study mathematics post 16 • What effect will the closure or implosion of departments of mathematics have on regional potential teaching pools? • What effect could there be on the Department of Education?

23. Contact ACME acme@royal.soc.ac.uk