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Raising achievement in GCSE mathematics


Created on 14 July 2011 by ncetm_administrator
Updated on 25 September 2013 by ncetm_administrator

Raising achievement in GCSE mathematics

There is considerable pressure on teachers to raise achievement in maths GCSE. League tables, the English Baccalaureate, value added… to name just a few. However, when we think about how to raise achievement in GCSE mathematics examinations, it would be easy to resort to repeated examination question practice and thus limit the opportunities for extending our students’ understanding of mathematics.

Therefore, the resources below focus on well-known and freely accessible materials and examine how they have been used well by teachers to enhance the functionality and understanding of the subject. The case studies will encourage teachers to consider how they could make similar use of the resources in their own school or college.

In each case, a small group of teachers have written about their use of the resource. Using a variety of rich mathematical tasks, students have improved their problem-solving skills, learned to work independently and developed their process skills.

When thinking about raising achievement, or even what to do after early entry, the resources below should be among the first you turn to. Don’t let raising achievement be just about examination practice.

NRICH

 
"Nrich activities are an excellent tool to build curious learners with deep mathematical understanding. I want my students to enjoy maths and be curious about the world in a mathematical way"
 

Bowland Maths

 
"One of the benefits of the assessment tasks is their potential for use in CPD."
 

Improving Learning in Mathematics

 
"This is accessible for teachers who are not keen on group work and ‘active’ learning "
 

AMP Nuffield

 
"This was the resource that gave the department I was working in at the time a lightbulb moment."
 

 

 

 
  
 

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