Context It is recognized that the teaching of mathematics can, particularly in older pupils, be often be categorised as the teaching of processes or algorithms and that pupils do not always see the connections to other skills or other aspects of mathematics or to fully understand the concepts. This projects aims to deepen more pupil’s understanding of key mathematical concepts and so improve attainment. The use of concrete manipulatives is commonly used with younger pupils to support their understanding of mathematical concepts. This project will aim to develop similar concrete manipulative approaches and visual approaches for more complex arithmetical and mathematical concepts. Objectives The project will seek to demonstrate the following key objectives: 1. That systematic changes in teaching approaches can be achieved through teacher engagement in continuous professional learning 2. That continuous professional learning underpins any long term sustainable approaches to improving pupil experiences 3. That continuous professional learning is most effective when teachers are given the opportunity to regularly to share and discuss their learning and classroom experiences with other teachers 4. Continuous professional learning based on robust research evidence will lead to improved attainment. 5. International cooperation can affect positive change in classroom practice in mathematics and affect wider change across educational systems 6. The use of manipulatives improves learning and understanding for more pupils 7. The use of manipulatives is well suited to pupils aged 11-18 years old 8. Attainment will be improved Participants The Project will involve mathematics teachers from Glasgow, Modena and Barcelona Activities 1. Joint research into using manipulatives with senior pupils 2. Professional discussions on the research at local and international level 3. Amended teaching approaches. 4. Video recording and sharing of effective practice 5. Transnational meeting to reflect on research, share best practice and observe lessons. 6. Summary document to be produced to demonstrate the best practice 7. Final Conference in Glasgow to share the practice and impact on attainment Results 1. Improved teacher skills and knowledge in effective pedagogical approaches in mathematics 2. Improved attainment 3. Sustainable approach to effective system change evidenced ie change built around Research into Action approach with effective professional dialogue effects positive change. Long term benefits The long term effects will be that potentially we will affect change in the approaches to teaching older pupils. That traditional approaches to teaching will be replaced by approaches to understanding Research into Action approaches, built around strong professional dialogue, is they most effective way to change educational systems and improve outcomes for pupils over the longer term. Research into action approaches provides a sustainable model for positive change.
The project aimed to support educators to develop deeper understanding of pedagogical approaches and allow educators to engage with approaches that would sustain their own life long learning. This project sought to promote educators as life long learners who engage in research that support well the raising of pupil attainment. This project sought to demonstrate that with improved pedagogy we bring improved pupil engagement and understanding and improve attainment. The improved pedagogy achieved through the transnational cooperation of all partners brought a new and creative approach to engage learners in mathematics. The professional development developed and delivered to all participating teachers in pictorial approaches brought an innovative context in teaching and learning within the classrooms of all partner schools. In summary, the project has not only met but exceeded its aims, teachers have engaged enthusiastically with a shared approach to professional development, improving everyone's approach to teaching and learning, improving engagement of pupils and raising attainment. The project has also been recognised as national best practice within Scotland, with Education Scotland now fully involved in dissemination
Context It is recognized that the teaching of mathematics can, particularly in older pupils, be often be categorised as the teaching of processes or algorithms and that pupils do not always see the connections to other skills or other aspects of mathematics or to fully understand the concepts. This projects aimed to deepen more pupil’s understanding of key mathematical concepts and so improve attainment. The use of concrete manipulatives is commonly used with younger pupils to support their understanding of mathematical concepts. This project developed similar concrete manipulative approaches and visual approaches for more complex arithmetical and mathematical concepts. Objectives The project sought to demonstrate the following key objectives: 1. That systematic changes in teaching approaches can be achieved through teacher engagement in continuous professional learning 2. That continuous professional learning underpins any long term sustainable approaches to improving pupil experiences 3. That continuous professional learning is most effective when teachers are given the opportunity to regularly to share and discuss their learning and classroom experiences with other teachers 4. Continuous professional learning based on robust research evidence will lead to improved attainment. 5. International cooperation can affect positive change in classroom practice in mathematics and affect wider change across educational systems 6. The use of manipulatives improves learning and understanding for more pupils 7. The use of manipulatives is well suited to pupils aged 11-18 years old 8. Attainment will be improved Participants The Project involved mathematics teachers from Glasgow, Modena and Barcelona Activities 1. Joint research into using manipulatives with senior pupils 2. Professional discussions on the research at local and international level 3. Amended teaching approaches. 4. Video recording and sharing of effective practice 5. Transnational meeting to reflect on research, share best practice and observe lessons. 6. Summary document to be produced to demonstrate the best practice 7. Final Conference in Glasgow to share the practice and impact on attainment Results 1. Improved teacher skills and knowledge in effective pedagogical approaches in mathematics 2. Improved attainment 3. Sustainable approach to effective system change evidenced ie change built around Research into Action approach with effective professional dialogue effects positive change. Long term benefits The long term effects will be that potentially we will affect change in the approaches to teaching older pupils. That traditional approaches to teaching will be replaced by approaches to understanding Research into Action approaches, built around strong professional dialogue, is they most effective way to change educational systems and improve outcomes for pupils over the longer term. Research into action approaches provides a sustainable model for positive change.