Core Maths is a brand new course for those who want to keep up their valuable maths skills but who are not planning on taking AS or A-level mathematics. At the end of the two-year course, students will come out with a level 3 qualification – similar to an AS.
The departmental workshops were written to provide mathematics teams with structured professional development which could be delivered in-house. Each workshop module has an overview and a number of resource sheets. You can view these individually, and some of the workshops are available to download as zip files. Many of the activities can also be used with learners.
Twenty-seven of the modules are topic-based, and can be accessed by following the links to the right of the Departmental Workshops page.
ICT and Digital Technology used in mathematics teaching
Many teachers are discovering that using ICT and digital technology within a mathematics lesson can enhance both teaching and learning. Many of the available resources are free or inexpensive both in terms of time and money. This microsite was written to encourage maths teachers working in primary or secondary schools or in colleges to think how they could use digital technology within their department or institution
Mathematics in Engineering
This microsite was developed with the aim of supporting teachers of mathematics working with learners in Engineering. The case studies and activities on this site were the outcome of a project funded by the FMSP to research the Continuing Professional Development (CPD) needs of those teaching mathematics as part of the Engineering diploma, to develop resources to meet these needs and to showcase resources developed by teachers.
NCETM Twitter chats
These weekly, Twitter-based chats are designed to engage UK maths teachers of all age-groups, as well as all maths education professionals involved in helping teachers with their initial and ongoing professional learning.
Each chat is centred on a specific theme, always relevant to maths professional development, and gently steered by a moderator from the maths education community.
All the previous chats can be found on the NCETM Twitter chats page.
Maths in Work
Maths in Work was designed to offer glimpses of the real world of work via video clips, to help students appreciate not only the relevance of mathematics but its importance in every day life. The clips feature the people who are actually ‘doing the job’ and explain some of the maths processes that they are involved with on a daily basis. There is a brief synopsis of each clip which identifies the maths topics covered, and all clips end with the simple question, “What mathematics would be involved in the work you have just watched?”
All Maths Hubs are leading a project on participation in mathematics post-16. Contact your local hub for further information.
The NCETM CPD Standard
On this page you can find out about the NCETM Continuing Professional Development (CPD) Standard, current holders of the standard, and who is eligible to apply. There are also details of how to apply, including links to application forms and guidance notes, as well as information about how the Standard is monitored.
The NCETM published 37 editions of an online magazine for all mathematics and numeracy educators working in the Learning and Skills Sector. It contained resources to make your lessons - whether A-level, GCSE, Functional Maths or Numeracy - more memorable, and much more.
The NCETM Secondary Magazine has a number of features of interest to those working in the FE and Skills sector. These include ideas for the classroom, 5 things to do, the diary of a subject leader – and, in the past, It's in the News! which used topical news as a starting point for further mathematical study.
This microsite brings together a wide range of resources to support everyone who is involved in one-to-one teaching (one-to-one tutors, any teachers working with individual students as well as those involved in managing one-to-one teaching provision within institutions).
The term ‘Lesson Study’ is used to describe a variety of ways of working and has a range of interpretations. Generally speaking, it describes a process where teachers plan, teach and develop lessons collaboratively. Lesson Study is a key feature of the way many teachers in Japan work, and has now been adopted in American and, more recently, in some English schools and colleges. The method can be used across all sectors from Early Years through Primary and Secondary to the FE and Skills.
New National Curriculum
Find out what your learners should have learned before they arrive in college!
The Resource Tool contains many ideas and activities which can be used with learners in the FE and Skills sector.
Video material to support the implementation of the National Curriculum. This collection of 60 short videos, filmed in a range of school classrooms in 2012 and 2013, shows teaching, and learning, in line with the three overall aims of the new National Curriculum. These aims are that pupils should develop fluency, reason mathematically and be able to solve problems. Research by the Department for Education demonstrates that a key feature of mathematics lessons in high performing jurisdictions is that the development of quick recall, accuracy and fluency in parallel with the development of understanding and reasoning are all required to promote sound mathematical development.
The Bar model is used in Singapore and other countries, such as Japan and the USA, to support learners in problem solving. It is not a method for solving problems, but a way of revealing the mathematical structure within a problem and gaining insight and clarity as to how to solve it. It supports the transformation of real life problems into a mathematical form and can bridge the gap between concrete mathematical experiences and abstract representations. It can be used to represent problems involving the four operations, ratio and proportion. It is also useful for representing unknowns in a problem and as such can be a pre-cursor to more symbolic algebra.
Fractions- It is well known that the teaching of fractions to most learners is challenging. This resource is designed for anyone who is required to teach fractions. The aim is to provide an in-depth understanding of the fractions content of the programme of study and to support teachers to improve their subject knowledge so that teaching and learning is appropriate and meaningful. The content is deliberately non-year group specific.
Raising achievement in GCSE mathematics
When we think about how to raise achievement in GCSE mathematics examinations, it is easy to resort to repeated examination question practice and thus limit the opportunities for extending our students’ understanding of mathematics.
Therefore, the resources explored in this microsite 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.
Taking the Numeracy Challenge Forward
This microsite gathers together resources and support to help those taking the numeracy challenge forward.
The NCETM ‘essentials’ collection: Guiding you to the right solution
The NCETM online resources number many thousands of pages. It can sometimes be a little daunting to find exactly what you want and often useful sources of information or discussion can be missed. The guidance pages on this page are the NCETM ‘essentials’ – pointing the way to solutions to frequently asked questions that we hear. Each topic in the left-hand column will take you to a page of guidance containing links to relevant resources created or featured by the NCETM.
You will find these particularly useful:
Resources and CPD for those working with students resitting GCSE Mathematics
If you are teaching students who are resitting GCSE Mathematics, and you are looking for activities which will reinforce their learning and deepen their understanding of mathematics, then this page is for you!
Here you will find links to practical activities and resources which can be downloaded and used with your students. Many of them are set in the context of CPD and we hope that you will be able to use these with your colleagues for your own professional development.
Teaching GCSE resit students presents different challenges from those faced by teachers of KS4 students. There can be negative attitudes to mathematics, deep-rooted misconceptions and pressure to support students over a short time frame. You will find these issues and others addressed in the sections:
In addition you will find in the Resources section a wealth of teaching and learning resources under these headings:
What makes a good classroom resource
The activities gathered together in this microsite were written and devised by real teachers determined to find better ways of teaching mathematical ideas and topics. The activities are sorted by sector but you will find some excellent ideas in other sectors as well!
Thinking Through Maths resource
This professional development package is designed as an online version of the Maths4LIfe resource ‘Thinking Through Mathematics’. It will take you through a professional development programme introducing you to the strategies and approaches that lie at the heart of the Thinking Through Mathematics resource.