Celia Hoyles

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Supporting Learning in Mathematics Science
HLTA secondary (maths, science) conference May
14th Professor Celia Hoyles Chief Adviser for
Mathematics

• Celia Hoyles
• www.ioe.ac.uk/tlrp/technomaths

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thank you!

• Delighted to be part of this event
• I hope we can
• identify together how best to deploy mathematics
  science HLTAs according to the differing
  circumstances in schools
• begin the process of publicising the mathematics
  and science HLTAs to schools stimulate demand

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our dual mandate

• develop a mathematically and scientifically
  literate population
• meet the need for scientists, technologists,
  engineers and mathematicians of the future

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meeting this challenge some background

• Roberts Report
• Making Mathematics Count, Post-14 Mathematics
  Inquiry
• Science and Innovation Strategy
• Next Steps document

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HLTAs

• In response to
• Making Mathematics Count, 2004
• Science Innovation Investment Framework
  2004-2014
• Government committed itself to
• recruiting, training supporting a new cadre of
  mathematics and science specialist HLTAs
• aim to enable every secondary school in England
  to recruit at least one mathematics and one
  science HLTA by 2007/08, should they wish to do
  so.
• This commitment was reaffirmed in the Higher
  Standards, Better Schools For All White Paper,
  published in October 2005.

Now we are working to put this into practice
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teaching and learning key ingredients

what are the specific issues for maths and
science, with particular reference to potential
role of HLTA?
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Background Post-14 Maths Inquiry

• Perceived poor quality of teaching and learning
  experience
• Perceived relative difficulty of the subject
• Failure of the curriculum to excite interest and
  provide motivation (absolute and relative)
• Lack of awareness about importance of maths
  skills for future career options and advancement
• Limited supply, quality take-up of CPD

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Issues in learning mathematics
Adding It Up Helping Children Learn Mathematics
Center for Education National
Research Council (2000)
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issues in mathematics education

• The multiple faces of mathematics
• core skill for all
• service subject for science engineering an
  increasing number of other subjects
• subject in its own right
• each face has different demands in terms of
• content skill
• language structure
• need multiple approaches types of support

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increasing uptake in mathematics at every level
is a major Government priority

• what is the evidence?

• following the publication of Making Mathematics
  Count there are policies actions to
• raise attainment at Levels 1, 2 3
• identify promote different pathways for
  mathematics
• enhance motivation for mathematics
• promote the importance of CPD

...and White Papers
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14-19 White Paper

• focus in performance tables on English and Maths
  attainment at GCSE
• GCSE Achievement and Attainment Tables show 5
  A-C grade GCSEs including English and Maths
• phase out the existing 5 A-C measure by 2008
• GCSE English and Maths restructured to secure
  functional core
• higher grades at GCSE to depend on mastery of
  functional elements
• expectation that all students will master
  functional English and Maths before leaving
  education

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The Secretary of State, March 2006
.. I believe that mathematics should be for
everyone - not just for boys, or the top sets, or
a favoured few. This should be a core principle
of our approach.
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recognising professional expertise

• Chartered Science Teacher (CSciTeach) .....and
  mathematics
• TDA professional standards for teachers
• Qualifications for TAs and technicians
• HLTA status

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subject -specific professionaldevelopment

• National Network of Science Learning Centres
• National Centre for Excellence in Teaching of
  Mathematics
• HLTA programme

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National Centre of Excellence in the Teaching of
Mathematics NCETM
aims to promote good teaching of mathematics
raise status of the profession through Continuing
Professional development
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NCETMs regional networks DfES response to Smith

• Regional networks will be made up of networks,
  including
• National Strategies,
• Specialist Schools Networks,
• LAs
• ASTs,
• Higher Educational Institutions (HEIs)

and HLTAs?
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Regional coordination

• to audit resources in region in schools
  colleges
• to promote teaching learning teams in
  schools/colleges in networks across
  institutions phases
• to promote opportunities for coordination
  collaboration
• to identify seek to fill gaps in provision
• use NCETM national infrastructure to
• share local initiatives
• promote them nationwide through
• portal
• links with other agencies

examples NCETM research grants HLTA initiative?
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Necessary components of effective CPD (DfES)

• For all teachers, at every stage of their career,
  there are three aspects of continuing
  professional development (CPD)
• developing a depth of personal subject knowledge
  to underpin teaching and learning
• enhancing their repertoire of subject specific
  teaching methods and pedagogy
• applying general strategies for teaching and
  learning

All three aspects contribute to all subjects but
the need for them varies across
disciplines. Research shown that for mathematics
in particular the subject specific elements are
critical in raising levels of pupils interest
and attainment
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Analyzing Incorrect Answers for
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Professor Smith recognised that remodelling of
the school workforce..has exciting possibilities
for mathematics. Schools have already made
significant improvements in standards by
developing new models of delivery which allow
them to make full use of their high quality
mathematic teachers.Examples of these include
flexible groups of pupils supported by
trained teaching assistants and ICT, and directed
by a fully qualified assigned teacher and
input sessions led by a teacher that are then
consolidated by trained teaching assistants
working with small groups.
DfES Response to Making Mathematics Count
more examples detailed in case studies?
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recall consistent picture of trends in
participation in mathematics
Interventions make a difference! Students do
not know what mathematics is and why they are
studying it, particularly among those from
backgrounds with little tradition of
participation in mathematics
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more ideas for deployment of HLTAs?

• huge potential in
• support for small groups to encourage dialogue,
  explanation
• assessment for learning
• use of ICT for learning
• But need
• careful planning in schools LAs
• mentoring colleagues
• sharing of ideas within LAs, NCETM beyond
• especially between Science and Mathematics

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Making the most of the opportunities

• STEM is a government priority
• Programmes to improve supply of appropriately
  qualified teachers
• Curriculum changes
• Professional development
• Enhancement and enrichment activities
• ...and HLTA initiative in maths and science

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Our focus now

• investment is recognition of priority
• but
• need to stimulate the demand for mathematics and
  science HLTAs
• deploy in the most effective ways
• and join up!