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The NCETM - Impact and Inspiration Annual Report 2008/09


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 16 June 2009 by ncetm_administrator
Updated on 19 June 2009 by ncetm_administrator

Impact and Inspiration

Foreword  - NCETM Director Celia Hoyles OBE
The NCETM is going from strength to strength, reaching more mathematics teachers every day and having a real impact on their practice in the classroom. Widespread feedback demonstrates that we are inspiring and motivating mathematics educators across the profession. Lead teacher Steve Watson, of The Lindsey School and Community Arts College, Cleethorpes, speaks for many when he says:
The presence of the NCETM has given me the chance to move from being a maths teacher working in relative isolation, starved of appropriate professional development, to becoming a networked, activist mathematics teaching professional… by this I mean having the voice, confidence and support to speak up for the needs of learners and have at hand, evidence drawn from practice and theory.
 
Increasing numbers of teachers are using our portal to find excellent continuing professional development (CPD) resources, to help them to organise their professional learning and share experiences and ideas with colleagues. Many also attend our national and regional events with the added benefit of meeting other teachers and educators face-to-face in order to share and discuss.

We are now entering our fourth year and we continue to strive to develop all the time in response to feedback from teachers, while always seeking to stimulate demand and support for CPD, to strengthen the mathematical knowledge of teachers, and to improve school and college backing for this all-important subject. The NCETM is also designated as the lead organisation for the STEM Action Programme 2 – Improving teaching and learning through CPD for mathematics teachers. In this role, we are forming a National Mathematics CPD Committee that will offer direction and advice on the co-ordination and coherence of CPD provision for mathematics nationally.
 
If the last year has taught our society anything, it is that feeling able to engage with mathematics is crucial to a sound economy and to our future prosperity. It is essential that more students continue with mathematics beyond GCSE – and enjoy it! To this end, the NCETM is leading a project on behalf of the DCSF to develop support and guidance for schools on strategies to widen participation in A-level mathematics and, in particular, to increase mathematics continuation rates for learners achieving a B grade at GCSE level.
 
If you are a teacher reading this and you are yet to explore the huge wealth of resources and support the NCETM has to offer, I urge you to go to the portal, register with us and engage with us, I am confident it will make a real difference, as it did to Ronnie George, Head of Mathematics at Brighton, Hove and Sussex Sixth Form College, who said, I plug myself into the NCETM to recharge. Many, many thanks for all your hard work in supporting us teachers.

The impact of the NCETM is clear. We have selected just some highlights of our past year for you to read in the following pages, but as ever, for the full story go to www.ncetm.org.uk

I would like, on behalf of the National Centre, to thank all who have helped to make this year stimulating and successful. There will be more challenges to face, but we look forward to working together to make the coming year as inspiring and rewarding as the last.

Professor Celia Hoyles O.B.E
Director

 
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What a difference a day makes

Events and Networks
NCETM events and networks, regionally and nationally, provide an opportunity to meet colleagues, share ideas and experiences for professional development and find out the latest developments in mathematics education. Events on the ground often continue with discussions on the portal and a chance to join a network with colleagues in your region. Reports, communities and other activity follow on the portal. Increasingly NCETM events are being led by teachers, for teachers.
4 888 people attended NCETM-organised events between April 08 and March 09.

National Events
We have hosted three national events over the last year.

NCETM Annual Conference 2008, London; June 2008
Our Annual Conference, took The Teacher is Centre Stage as its theme. This was a memorable day packed full of positive ideas and strategies focused on improving mathematics teaching and learning for all. The NCETM welcomed Lord Adonis as the headline speaker and was proud to host the launch, by Sir Peter Williams, of the final report of the Williams Review of Early Years and Primary Mathematics. Sir Peter told the conference that the teacher was at the heart of the report. The NCETM is now working with the review team to put these aspirations into practice.

Adding Value in Mathematics: CPD Partnerships between Schools, Colleges and HEIs; Manchester, Dec 2008
Close on 200 delegates from a wide variety of schools, colleges and HEIs across the country came together to make invaluable connections, form networks, do creative mathematics and hear how key NCETM CPD projects and research can make dramatic changes to classroom practice. Influential speakers, teachers and researchers provided thought-provoking opportunities for developing mathematics pedagogy and practice. The event microsite gives more information about innovative student resources, effective CPD research projects and how they might be applied effectively in the classroom.

Transforming mathematics teaching through CPD: an international perspective; Bristol, March 2009
More than 170 participants heard from teachers and researchers across Europe how CPD can transform what happens in the classroom. NCETM grant holders also showcased their work. It was fascinating to identify similarities and differences across countries. The message that came across loud and clear was that teaching and researching together were both possible and hugely beneficial in the classroom. The NCETM Researching Effective CPD in Mathematics Education (RECME) report was launched and well-received. The results of this extensive study into Mathematics CPD can be found at www.ncetm.org.uk/recme. This work will be taken forward in the coming year.
 
Influential Mathematics Teachers
Influential Mathematics Teachers (IMTs) are those who have the potential to be a major force in improving mathematics education beyond their own schools: they include ASTs, lead practitioners, leading mathematics teachers, subject leaders and others. The National Centre is establishing a national network so that IMTs can share their experiences and feel supported, have a national voice to the mathematics community and, crucially, support more teachers in making a difference in the classroom.
 
To initiate this network, the NCETM held three national IMT Conferences in autumn 2008, in Birmingham, Leeds and London. Over 250 teachers took part in talks, workshops and ‘speed-dating’, a fast and effective medium for the exchange of ideas.
 
Tom Rainbow, from Ivybridge Community College, Devon, said: When working in education it is all too easy to lose one's sense of perspective as you become embroiled in the day-to-day… The IMT conference gave a unique opportunity to recalibrate, to understand one's place in the mathematical community, to experience practice across the country and to forge links with other teachers of mathematics. The whole event was brilliantly organised and vital to the well-being of the nation's mathematical community.
 
Regional Influential Mathematics Teachers Events
Following the successful national conferences, a number of regional events have taken place across England in 2009, again attracting hundreds of teachers. These are establishing successful models and practices to help IMTs maximise their impact in raising standards in mathematics. IMT networks are also being set up and nurtured regionally through online and face-to-face activity. Kim McEwan, of Barnfield West Academy, said: It was great to have time to talk about teaching and learning in mathematics. Now I’m going to bring Bowland Maths CPD to my department and use one of the speed-dating ideas.
 
Influential Mathematics Teachers model with LAs
In the North East, the NCETM is working with Shirley Fall (Durham LA) to develop an IMT CPD model (for teachers with two to five years of teaching experience) that involves departmental sharing of resources. Shirley explained: In each of the sessions with this group there has been an energy evident as the teachers have talked keenly about their response to the resources… They are becoming very effective in generating a whole range of questions and can see how one small resource can be used as the focus of a significant proportion of a lesson… teachers [are] transferring what they have gained from these sessions to their daily work.

Inspiring Mathematics Champions (IMC)
Trainee primary teachers from Leeds Metropolitan  and York St John Universities took part in one-day workshops run in consultation with their tutors. They gained breadth and confidence in teaching mathematics, with a specific focus on problem-solving and cross-curricular approaches. IMC also provided a network of support from mentor teachers, leading teachers, NCETM associates and an online community.

Deborah Silberstein, Leeds Metropolitan University, 4th year: This is giving me ideas, but more important, it’s changing my perception of maths: I thought it had to be taught in a right or wrong way, rather than as problem solving and getting answers wrong and not being embarrassed.
 
Tom Hayward – York St John, 2nd year: We are getting lots of resources and a huge amount of knowledge and the opportunity to pick the minds of everyone here, especially by using the online community.

IMC was developed by the NCETM and funded by Yorkshire Forward. For more on this go to www.ncetm.org.uk/champions.

Taking Primary Forward
Following the successful IMC programme, the NCETM will help develop similar initiatives, including mathematics-focussed networks, to increase the number of primary teachers entering the profession with a mathematics specialism. The Centre is supporting training for Primary Mathematics Specialists and working with Local Authority Mathematics Primary Advisers and Consultants to help them extend and enrich the CPD provision they offer, in response to the Williams Mathematics Review and the Rose Review of the primary curriculum.
 
Headteachers – Developing Mathematics in London Schools
The NCETM launched an important new report, Developing Mathematics in London Schools, at a high-profile event in January, attended by almost 100 people, including more than 60 London headteachers. Many commented on how highly they valued this rare opportunity to network and take part in discussions with colleagues. Evaluation forms showed 100% of attendees judged the event either useful or very useful.
 
All senior staff from the seven London schools interviewed for the report placed great importance on constructive professional development. They saw supporting and promoting mathematics teachers as key to creating and sustaining excellent mathematics departments.

Delia Smith OBE, head of St Angela’s Ursuline High School, Newham, who took part in the study and spoke at the event, said: Teaching is a craft, something you learn year by year – by watching, modeling, analysing, sharing and co-constructing. Peer observation and shadowing is crucial.

Minister for London Schools, Sarah McCarthy-Fry MP, welcomed the report and praised the work of the National Centre. Also among the high-profile speakers at the event were Sir Peter Williams and Jane Jones HMI. To find out more about the event and read the full report go to https://www.ncetm.org.uk/headteachersreport.

*The National Centre will disseminate the good practice described in this report and plans to produce a similar study among heads in other parts of the country, and also in the primary phase.

 
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An open door to professional development

The Portal
The NCETM portal supports the professional development of teachers of mathematics in all phases and signposts a wealth of excellent resources and communities. It is a dynamic means of sharing strategies for teaching mathematics through online networks and communities, and for charting individual CPD progress through the Personal Learning Space. The portal also supplies the latest information about developments at the National Centre and in the wider world of mathematics education.

In the last year, the site has been developed to simplify the navigation, aided by an attractive new colour-coding system. The power of the Personal Learning section has been increased through important changes to the Self-evaluation Tools (SETs). These include hundreds of new targeted 'Next Steps' to pursue following a simple self-evaluation. The ‘Next Steps’ provide teachers with appropriate ideas for taking their mathematics further, examples of successful practice and show how areas of mathematics can be linked. The SETs are proving effective for departmental use, as well as for the individual. We are working with the Secondary and Primary National Strategies to add customised Next Steps.

Since its launch in November 2007, 3 218 users actively engaging with the SETs, indicating that of the total number of registered users, 14% of them have used the tools. (Actively engaged means the user has viewed and started to answer the questions i.e. ticked boxes.)
 
Other key portal features include the increasingly popular Secondary and Primary Magazines, with their accompanying Up2d8 Maths resources which explore a range of mathematical themes in a topical context. New this year are Early Years Focus, with news, tips and suggestions for work with this age group, and an FE magazine for post-16 and adult numeracy educators looking for ideas and resources.
 
Anne Carlill, Skills for Life, numeracy and literacy tutor, said: It [The NCETM] feels a bit like a security blanket – when I feel I'm out of my depth, it's one place I can go find out about something to do with numeracy or maths.
Initial Teacher Education (ITE) students have increasingly been using the portal as they prepare to enter the classroom. Last year, the NCETM produced CDs of links and resources for trainee teachers of mathematics at primary, secondary and FE levels, distributed through training institutions. Nearly 20 000 discs were distributed. NCETM Regional Coordinators visit ITE establishments in their region to promote the best use of these resources and to help them embed NCETM professional development tools in their teaching practices.
 
In the East Region, the Regional Coordinator worked with two universities where lecturers are encouraging their students to register and engage with the NCETM portal. At Hertfordshire University, students have been doing an assignment with the SETs, working through the subject knowledge module and preparing an ‘action plan’ based on the results. Sally Jarvis, Primary Mathematics,School of Education, said:
[The SETs] have proved valuable as a way of enabling them to take ownership of their own professional development as they start their careers as qualified teachers. The focus on teaching the subject matter is very good, as many subject knowledge audits only focus on the students’ mathematical understanding. The visual explanations are a good professional development tool in themselves.

Learning Maths Outside the Classroom
This ongoing NCETM portal project has enabled many teachers to try new ways to bring mathematics to life for their learners, around museums, farming, sports and family life and many other inspiring areas. Victoria Barnes (Mathematics Primary AST and Sunderland Primary LA) describes how:
The site gives examples to teachers of the vast range of opportunities for using outdoor environments for the teaching and learning of mathematics. The CPD units support this development, offering steady manageable steps… as the primary tools for teaching and learning and not additional experiences.
Find out more at www.ncetm.org.uk/lmo.

Portal Figures
  • At April 2009, there were 24 258 registered users on the portal – an increase of 92% from April 2008.
  • Between April 08 and April 09, 1 171 184 content hits were received – an increase of 169%.
  • Since April 2008, the number of visits to the portal has increased by 220%.
  • Since the Self-evaluation tools were launched in November 2007, there have been 3 724 registered users actively engaging with the tools.

 
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Changing practice through practising change

Teacher Enquiry and Research
NCETM funding offers teachers time, space and support to try out something new. Many have taken up this valuable opportunity to develop the way they teach mathematics by working collaboratively: over 80 projects have been funded to date. Through this often career-transforming experience, teachers have adopted new approaches and improved the experience of their learners. The National Centre has also undertaken research into CPD itself, which will inform its work supporting the development of CPD across the country.

In June 2008, the NCETM published its inaugural Teacher Enquiry Bulletin that synthesised the outcome of 10 of our grants and teacher enquiry-funded programmes. The bulletin was very well received by teachers who found the synthesised and pithy extracts from the full reports valuable and accessible. As a result of this evaluation, we are publishing a second Teacher Enquiry Bulletin in July 2009.  We have also re-shaped the reporting process for the projects, so each will be required to produce an executive summary (and supported in doing so) in the style of the Teacher Enquiry Bulletin reports. These summaries will be published in the NCETM primary, secondary or FE magazines throughout the coming year as feature articles.

Here is a flavour of some of the teacher enquiry and research, funded by the National Centre.

Early Years, Newburn Manor Nursery School – Exploring mark-making
Staff at the Nursery School decided to look at how children use mark-making on paper to explore their thinking. This way they would have a better knowledge of children’s emerging understanding of mathematics and be able to re-assess their own practice accordingly. Newburn project leader, Celia Skilbeck, said: My practice is now more reflective and responsive. As an experienced teacher this project has taken me on a fascinating learning journey, which has demonstrated that small alterations in my practice can have a profound effect on children’s thinking.
 
Researching Effective CPD in Mathematics Education (RECME)
The RECME project was developed in consultation with the NCETM Research Advisory Group and carried out by a team of NCETM researchers. They examined a range of professional development activities, including networks, courses, and funded teacher enquiry projects. They asked teachers about their direct experience of CPD courses and examined how this was informing their practice and their students’ learning.
 
One participant in a secondary CPD course, Peter, was fairly typical when he said that as a result of his course he had to ‘push’ himself to try something out. He said that he saw CPD as valuable because he was ‘stocking up with ideas to try out in the classroom’, and collaborating with other mathematics teachers. He also liked the fact that there was time for discussion. He reported that the course ‘replenishes my enthusiasm’ and noted: I am more aware of what I am doing and why.

Hannah, a primary teacher, said her CPD course helped her develop her enthusiasm for teaching the subject. She commented: I like the fact that we get to do some mathsy things because it has put me back in the seat of the learner. And I really like looking at the theory. behind why we do certain things and the misconceptions people have.

The final report, Researching Effective CPD in Mathematics Education (RECME), was launched at the NCETM national conference in March. Its findings will inform the work of the National Centre. To read the full report go to www.ncetm.org.uk/recme.

Enabling enhanced mathematics teaching with interactive whiteboards (IWB)
This research was undertaken over two years by a team of teachers working with the Keele University IWB team, led by Dave Miller. They found that for a variety of reasons, including a lack of appropriate continuing professional development, too often the IWB is being used for presentational purposes, showing mathematics as a set of rules, theorems or ideas that need to be demonstrated before pupils complete exercises.

Sam Buckle, head of mathematics at Queensmead School, South Ruislip, said she found the experience of working in the team to be very rewarding: It's not often that you get to work collaboratively with colleagues from other schools and develop resources and concepts you can return to school with and put into practice so quickly.

The final report can be found at: http://www.keele.ac.uk/depts/ed/iaw/docs/ncetmreport.pdf

Mathematics across the curriculum – How funding helped Fulwood High School
Without the funding from the NCETM, the project to investigate a musical performance driven by maths would not have been possible… the project has been made far richer by being able to buy the services of a composer and a dance company. This means that the CPD we can offer teachers is of the highest calibre and most creative content. Teachers will be learning from professionals in their fields who have a passion for their subject and, as a cross curricular project, it will open up ideas for new collaborations.

Geraldine Walkington, Fulwood High School, Preston.

Wirral Metropolitan College –  Pockets of Excellence: Using collaborative approaches and sharing good practice to improve uneven performance in numeracy

I liked the sharing of ideas and planning lessons collaboratively. I also enjoyed team teaching very much and seeing how to focus more on learning  and observing other teachers.

Jo Williams, Lecturer Skills for Life Numeracy, Wirral Met College.

The sheer creative enjoyment of planning lessons together, with robust discussions in the evaluation meeting afterwards, renewed my motivation – it didn't feel like work.

Heather Aspinwall, Mathematics Subject Learning Coach, Wirral Met College.



Why not apply for NCETM funding? A post in the portal’s Primary Forum (Family Numeracy strand) described how ‘positive things happen’:
I'm about to set up an action research project with some Local Authority Family Numeracy tutors in the next couple of weeks as we have received one of the NCETM small grants.  We're going to explore some of the collaborative teaching and learning approaches as well as reflective practice to help us with the delivery of the adult numeracy qualifications side of the programme. This is my 3rd action research project and for any of you who have never thought about getting involved I'd just like to say – “go for it”. All sorts of positive things come out of action research that would never happen through other CPD channels. It really gets you working as a team, sharing and trying out lots of ideas. Next time you see your NCETM Regional Coordinator have a word with them about action research. It's definitely worth it in my opinion!

Kerry Haw, numeracy specialist and consultant.
 
*The NCETM is strengthening and extending its grants programme, now known as ‘Funded Projects’. Funding will be awarded in five separate strands:
  • Teacher Enquiry Funded Projects (TEFP)
  • Mathematics Knowledge Networks (MKN)
  • STEM funded projects (in partnership with the National STEM Centre)
  • IMT funded networks
  • NCETM Ambassadors: funding has been set aside to recruit ambassadors from the current grants programme to extend their work to other institutions.
* To find out how to receive regional funding speak to your Regional Coordinator. For more about applying for central NCETM funding and about CPD research go to www.ncetm.org.uk/enquiry.

 
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The NCETM near you

The regions
The nationwide network of NCETM Regional Coordinators (RCs) is helping more and more teachers take advantage of a wealth of professional development opportunities, including meeting colleagues and sharing experience at a range of NCETM regional events, network meetings and working groups. Here is a flavour of just some of the activity that is going on around the regions.

As the bell goes – North East and South West Regions
RCs in the NE and SW  judged that teachers often have many good ideas at the end of a lesson about what worked, what didn’t and why, but that in the general rush they tended not to remember these valuable insights. The RCs gave teachers hand-held dictaphones to record reflections immediately following a mathematics lesson and collected hundreds of recordings. These were put on the portal to stimulate professional debate. You can explore them at www.ncetm.org.uk/sw.  

Nat Parnell, teacher, South Dartmoor Community College said: The process of recording immediately and then condensing and refining the thought… ensured several of my key reflections were built on and not lost.

Video Conferencing
In another ground-breaking initiative, a West Midlands RC has developed live online regional meetings through videoconferencing. These are now extending around the country. Teachers are finding them a great way to share experiences and learn about resources that can help them in the classroom. You can find out more at www.ncetm.org.uk/wm.

After experiencing one, Emma Dixon, also of South Dartmoor Community College, said: It allows me to experience other schools’ methods, structures, expectations and ideas and informs my teaching and learning as a result. It generates a forum in which it is O.K. to talk frankly about the issues surrounding the teaching of mathematics.

Collaborative planning for Mathematics and Science in Yorkshire and Humber
Your regional coordinator can also facilitate your application for NCETM funding and provide ongoing support for your project. Lead teacher Nicola Sexton used NCETM funding to set up a project at Carterknowle Junior School to bring together aspects of mathematics and science teaching. Members of the Y6 teaching team planned lessons together, videoed themselves teaching and then observed the lessons, discussing where improvements could be made. The series of lessons is now part of the year plan for Y6. Nicola said: At first we weren’t sure how explicit to make the connection between maths objectives and science objectives, but following observations, we realised it was essential to point out these links.
 
Mathematics in the workplace – North West
In the North West, a set of six short videos showed how mathematics is used in pharmacy, hairdressing, building, architecture, bar tending and fashion design. A group of  teachers, LA consultants and an ITE tutor, met to discuss the videos and how they could be used in the classroom. These were captured on audio and give a unique glimpse into how teachers can work together to change their practice. Go to www.ncetm.org.uk/workplacemathematics.
 
Support for Bowland Mathematics – London and South East
Teachers explored some of the materials from the Bowland Mathematics initiative, discussing and sharing ideas with colleagues on how best to utilise these in a teaching and learning atmosphere. A mix of theory and practice gave the session an all-round vision of the Bowland materials as a resource. All participants rated the sessions ‘useful’ or ‘very useful’. Maggie Stewart, of Christ’s School, Richmond, commented: The presenters were very knowledgeable and skilful and the material is very good. The starter task was excellent, please email it to me!  Also Ofsted comments – ‘Teachers taking risk’ – very interesting. Many thanks for a very useful day.
 
Regional Event – Northern Lesson Study
This one-day event was attended by 34 representatives from primary, secondary, FE and ITE institutions. They discussed what constitutes excellence in mathematics CPD and explored Japanese and American Lesson Study approaches.

Salford Secondary Mathematics Consultant Will Wilson said: Thank you for a thought-provoking and inspiring day. I liked the interaction between colleagues. Liked the course pre-reading – gives you a chance to warm up. All excellent ... Keep with the same recipe. I've yet to attend an NCETM meeting that hasn't been useful!

To find out more go to the Lesson Study community at www.ncetm.org.uk/lessonstudy.
 
A highly successful post-16 network in the East Midlands was attended by 21 participants from 10 organisations, including offender learning, adult and community learning, and family learning as well as colleges. Teresa Sutherland, Family Language Literacy and Numeracy tutor, said: This was fantastic. I am very new to teaching maths as a family learning tutor and need more support. And Liz Renshaw, Curriculum Manager – Skills for Life, added: My teaching is now much more lively than it was. I work with both learners and colleagues and achievement rates are up. A Maths club has been set up in college where we share good ideas and this network has given a stimulus to go further...

Extending our reach – increasing our impact
ASTs & IMTs
Moving forward, the NCETM is funding Advanced Skills Teachers (AST) in mathematics in each region to support the National Centre’s work in the regions. The Centre is working with headteachers to attract excellent mathematics teachers (who might otherwise leave teaching or move into management roles) to schools where mathematics needs support. The ASTs will work with the RCs for one day a week. These roles will build on and enhance the ASTs’ external remit and offer them considerable benefits in their own professional learning, whilst enabling more mathematics teachers to benefit from their expertise.

In addition, the RC team has expanded in each region (by 0.3 FTE) as we extend our remit to colleges that provide GCSE, A Level, A/S Level and Diploma learning routes.
 
Get in touch with your RCs and make the most of the NCETM
The NCETM RCs are experienced teachers of mathematics, all with a wider involvement in mathematics education at regional and national levels. They are out and about in their regions all the time, meeting mathematics teachers and helping them to make connections so they can learn from and support each other.
 
As North East RC Steve Humble remarked: One of the great things about being a Regional Coordinator for the NCETM is being able to see how nursery, primary, secondary, FE, university, business, local authority, etc. teach mathematics. Then, from all these parts of the jigsaw, to try and encourage the best to be shared.

You can find your local RC’s profile and contact details at www.ncetm.org.uk/ncetm/meettheteam.

They would love to hear from you.
 

 
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Commitment and success

The Future
The National Centre is now well-established but we never stand still. We are constantly extending what we can offer to teachers of mathematics across the country, from Early Years through to FE. In the coming year, we will continue to extend much of the work described in this report, as well as developing new areas in response to teacher needs and national priorities. Below are our key priorities for 2009/10:
 
We will:
  • stimulate demand for CPD through well-defined and focused networks and targeted grants, which blend face-to-face activity with interaction with our portal and which are increasingly led by teachers.
  • support Influential Mathematics Teachers (IMTs) to maximise their impact in raising standards in the classroom, by following up the national and regional IMT conferences with more targeted groups that work on classroom practice and reflect together on its impact.
  • extend our work with subject leaders, senior management and headteachers to promote successful professional practice. In particular, we will roll out nationally the type of case study work that informed the London headteachers report, extend the study to the primary sector and build on the foundations laid at our national conference, Excellence in Mathematics Leadership
  • support ambassadors who will work on the ground to promote mathematics professional learning
  • continue to improve our portal, including updating and refining our professional development calendar and promoting our personal learning space signposting relevant CPD activities
  • coordinate the National Mathematics CPD Committee, which will take evidence from a range of subgroups about professional learning needs across the country, work with our regional advisory committees and make recommendations for the future
  • work with partners to add value to their work and to take forward policy agendas, such as the Rose and Williams Reviews. In particular, we will continue to lead a project on behalf of the DCSF to develop support and guidance for schools on strategies to widen participation in A level mathematics, specifically to increase mathematics continuation rates for learners achieving a B grade at GCSE level
  • establish the new NCETM Standard and work with other agencies (TDA, LLUK, TLA) and the newly approved Chartered Mathematics Teacher Designation to ensure coordinated, high-quality and self-regulated CPD provision.
There is much to be done and we expect the coming year to be as exciting and rewarding as the last. However, none of this can happen without the support and involvement of teachers, educators and our stakeholders and we look forward to making the journey together. 


 
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A big thank you!

We would like thank all our key partners and stakeholders for their support throughout the last year and look forward to continuing to work together in 2009/10.

In particular, we give special thanks to members of our Advisory Committee who have helped us to develop a collaborative approach to promoting the CPD agenda for all teachers of mathematics.

The key aims of the National Centre for Excellence in the Teaching of Mathematics are:
  • To stimulate demand for mathematics-specific CPD contributing to strengthening the mathematical knowledge of teachers and improving school and college performance in mathematics
  • To lead and improve the coordination, accessibility and availability of mathematics-specific CPD
  • To enable all teachers of mathematics to identify and access high quality CPD that will best meet their needs and aspirations. 

 
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