Description

The success of Core Maths depends in part on the growth of the pool of teachers, schools and colleges with the necessary expertise, experience and enthusiasm to teach it. This project, run collaboratively by the Maths Hubs Network and the Advanced Mathematics Support Programme (AMSP), will contribute to the wider national effort to grow that pool, and embed Core Maths confidence and culture within school and college maths departments.

Who is this for?

All current and potential teachers of Core Maths. These may be teachers in post-16 settings whose main subject is maths or whose main subject is not maths and who are unable to access local TSST provision for Core Maths.

What is involved?

Through a number of face to face Work Group meetings, participating teachers will develop their practice to effectively teach mathematical concepts and processes through contextualised problem-solving, lead others in their own department to ensure an effective delivery of Core Maths courses, promote and deliver a Core Maths course in a way that engages qualified students.

Participants will work collaboratively with other institutions using a school to school support model.

Intended Outcomes

  • Participants will understand the philosophy of Core Maths, with its approach to maths through contextualised problem-solving, appreciate the different Core Maths qualifications available and be able to choose the course appropriate for their students.
  • Through collaboration and experimentation, participants will develop improved teaching approaches that fit the open-ended problem-solving skills students need to develop, and also share these with departmental colleagues.
  • Participant departments will support the role of Core Maths in promoting contextualised problem-solving and links to other teaching.
  • Students in participant schools and colleges will take and succeed at Core Maths in increasing numbers.

Expectations of participants and their schools

Attend face to face Work Group meetings amounting to three days (or equivalent). This could be three full days, six half-days or a series of twilights dependent on the local hub Work Group model.

Partake in further in-school activity, for example, trialling teaching approaches, Lesson Study or further departmental professional development. Contribute to Work Group evaluation processes.