Teaching Maths Peter Tymms

1. Teaching MathsPeter Tymms www.cemcentre.org

2. Outline • Changing education • How is maths taught? • How does this compare to English • How does it compare to maths 20 years ago? • How do processes relate to attitudes and attainment? • Lessons for the classroom?

3. Big changes: e.g.Testing • We call it “assessment” now • KS3 test dropped • but 85% of schools requested the test materials • O level & CSE  GCSE, which is evolving • Course work  controlled assessment • iGCSE • Diploma • A level  AS & A2 & BTEC & IB and entrance tests

4. Can you date this? “Learning, alas will someday be smothered by … examination, competition, the calculation and publication of results.”

5. J.E.C. Welldon 8 9 5 1

7. Reasons • Dissatisfaction with the old system • Forgetting the lessons of history • Evolving culture • New evidence and new theories • New technology • New politicians

8. Impact of Policies on Standards • Primary schools • Hundreds of millions £ • Impact on reading • Tiny • Impact on maths • Modest • Secondary • GCSE: more passes and higher grades

9. But why this discontinuity?

10. Ability - A level students

11. A Level – same ability

12. Summary • Massive efforts to raise standards • More students staying on • More gaining qualifications • Levels of basic skills have remained fairly constant • Higher grades are easier to obtain

13. How do you teach Maths?

14. Maths 2009

15. English Lit. 2009

16. Maths & English 2009

17. Maths 1993-2009

18. Investigation • Looked across all subjects to find a process: • Used little • Positively related to value-added • Positively related to attitudes • We found one Presenting your work to the class

19. Introduced in • Several A level courses • Over 6 weeks • Some weeks used, some not • Statements rated lessons every week

20. Results • With more student presentations lessons were: • More stimulating • More Involving • More enjoyable • Easier • More relaxing

21. Thank you