The Ofsted report 'Mathematics: made to measure' published in May made some important recommendations for the teaching of maths. It is well worth a quick look at the summary report but I would also recommend downloading the full report, particularly if you are a subject leader.
It has some interesting examples of ‘prime practice’ and ‘weaker factors’ in maths teaching, with follow-up advice on how to improve practice based on these specific scenarios.
I agree with a lot of the recommendations, although many of the findings are familiar ones with no particularly startling revelations. The report just highlights how difficult the subject can be to teach well.
One main finding is an aspect that all schools I’m working in at the moment are trying to improve:
While the best teaching developed pupils’ conceptual understanding alongside their fluent recall of knowledge, and confidence in problem solving, too much teaching concentrated on the acquisition of disparate skills that enabled pupils to pass tests and examinations but did not equip them for the next stage of education, work and life.
Make connections in maths, base it on problem-solving, make it ‘real’ where possible and use a practical, exploratory approach.
The Cockcroft Report (particularly paragraph 243) written back in 1982 is obviously still relevant!
The Cockcroft Report (particularly paragraph 243) written back in 1982 is obviously still relevant!
Related articles:
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Comparing maths test scores - how to get closer to high performing East Asian countries
Our able 10 year olds achieve as well as top countries, however average 10 year olds do not compare so well.
Raising standards with 32 Maths Hubs - and help from China
Learning from the best practise in the high achieving East Asian countries to improve maths teaching.
Comparing maths test scores - how to get closer to high performing East Asian countries
Our able 10 year olds achieve as well as top countries, however average 10 year olds do not compare so well.
