Download Vanessa Pittard Mathematics education

Vanessa Pittard
Mathematics education
20
NCETM Digital Technologies Conference, 27 February 2013
The growing importance of maths
“We estimate that of those entering higher
education in any year, some 330,000 would
benefit from recent experience of studying
some mathematics (including statistics) at a
level beyond GCSE, but fewer than 125,000
have done so”.
“Employers emphasised the importance of
people having studied mathematics at a
higher level than they will actually use. That
provides them with the confidence and versatility
to use mathematics in the many unfamiliar
situations that occur at work”.
“Working with mathematical models, which
people need to be able to understand, interpret,
interrogate and use advantageously, is becoming
commonplace. The use of quantitative data is
now omnipresent and informs workplace
practice”.
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The growing importance of maths
Elizabeth Truss, Parliamentary Under Secretary of
State for Education and Childcare, 17 January 2013:
“No longer can these skills be considered a minority pursuit –
maths has gone mass market … We need to do more to make
sure children speak that language…Within a decade the vast
majority of young people will be studying maths right through
to 18”
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TIMSS 2011 - aged 10 and 14
Age 10 – Year 5
Age 14 – Year 9
2011 score: 542 (9th of 50)
2011 score: 507 (10th of 42)
2007 score: 541 (7th of 36)
2007 score: 513 (7th of 45)
Significant increases to 2007
Significant difference in 2003-07
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A further challenge – post-16
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Inclusion in mathematics

PISA 2009 - the gap in achievement between boys and girls in England
was one of the widest in the world – with boys 20 points ahead, equivalent
to around half a year of formal schooling.

Girls rate their ability in maths as lower than that of boys as early as the
first year of primary school, even when their actual performance does not
differ from that of boys

The attainment gap between FSM pupils and the rest is wider in maths
than in English, history, or the sciences - 46 per cent of FSM pupils achieve
GCSE maths at A* to C, compared with 70 per cent of the rest of the pupil
population.

For those going on to A Level, comprehensive school students are half
as likely to study maths as those in the independent and grammar
sectors, yet are equally likely to study history or English.
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Aims of mathematics curriculum

become fluent in the fundamentals of mathematics, including
through varied and frequent practice with increasingly complex
problems over time.

reason mathematically by following a line of enquiry, conjecturing
relationships and generalisations, and developing an argument,
justification or proof using mathematical language

solve problems by applying their mathematics to a variety of
problems with increasing sophistication, including breaking down
problems into a series of simpler steps and persevering in seeking
solutions.

coherence with content in other subjects - links across to
science, computing and geography; Financial literacy in citizenship
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Primary mathematics
• higher expectation overall
• fewer things in more depth – pupils build firm foundations and
are not accelerated to content expected in secondary school.
• conceptual development of number addressed in detail
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Secondary mathematics
• higher expectation overall
• consolidating understanding - Key Stage 3 builds on Key Stage
2
• mathematics set out in more detail than current National
Curriculum – with less specification of generic skills
• preparing young people for further study post-16 as well as for
work and personal life
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What about post-16?
Elizabeth Truss, Parliamentary Under Secretary of
State for Education and Childcare, 17 January
2013:
“Countries with higher maths uptake between 16 and 18 tend
to offer mid-level qualifications at this age – what I describe
as core maths – effectively as an alternative to A Level...
We need a range of approved qualifications that can provide
rigorous, respected mathematical options for 16- to 19-yearolds who have achieved at least C at GCSE.”
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Digital technology - opportunity
For schools, teachers and pupils:
 Access to devices
 Mobility and connectivity
 Interfaces and design
 User skills
Educational technology:
 Better evidence base to inform developments
 Greater sophistication e.g. intuitive interfaces; use
of data
 More ‘mainstream’
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Thank you
Vanessa Pittard
20
NCETM Digital Technologies Conference, 27 February 2013