Liverpool Hope

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Liverpool Hope Edge Hill Mathematics
Enhancement Course 2004/05/06

• From enhancement to the classroom a quality
  experience

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Phil Bamber bamberp_at_hope.ac.uk
Mark Patmore
mark.patmore_at_ntu.ac.uk

• Some issues
• Consider the course divided into three phases
• The course contents, delivery and assessment
• Application and selection
• The final product

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Course Philosophy

• Intensive 26 weeks 500 hours of tutor contact
  time
• Peer / tutor support
• Mathematics education tutors
• Developing mathematical confidence and rigour
• Balance of depth and breadth
• Exposure to new technology
• Deeper understanding of fundamental mathematics

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Specification for the Pre Initial Teacher
Training Mathematics Enhancement CourseTTA,
February 2003

• One aim of the Mathematics Enhancement Course
  (MEC) is to begin to develop a profound
  understanding of fundamental mathematics. This
  means that subject knowledge is characterised by
• Connectedness as against fragmentation
• Multiple perspectives a flexible and adaptive
  understanding
• Deep understanding of basic concepts, as against
  surface procedural knowledge Page 6

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Subject Knowledge and Pedagogical KnowledgeDoug
French, 2003

• Moreover teachers need subject knowledge that is
  linked closely to pedagogical knowledge.
• For example, an awareness of common
  misconceptions and ways of looking at them, the
  importance of forging links and connections
  between different mathematical ideas and the
  flexibility that comes from seeing alternative
  ways of looking at the same idea or problem are
  all essential for effective teaching
• Mathematics Education Review, April 2003

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Specification for the Pre Initial Teacher
Training Mathematics Enhancement CourseTTA,
February 2003

• Indicative approaches to learning and teaching
• Collaborative learning is an important way in
  which participants can come to recognise the
  enhancement in their learning which as occurs as
  a result of self reflection and relating their
  understanding to that of others. This is one
  vehicle for deepening the understanding of
  mathematical concepts.

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Course Features

• December registration
• Induction residential
• Subject audit / Keele diagnostic test
• Personal tutor
• Pure and applied teaching blocks
• Range of assessment including the Open book
  exam
• School placement
• Fundamental sessions
• (Misconceptions/History/Geometry)
• Peer teaching
• Reflection on learning
• Individual inquiry
• School interventions

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School intervention - What did it involve?

• Needs led
• MEC tutor development of resources
• Thorough preparation of MEC students
• Discussion of issues
• Reflection on pupils learning

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Motivation Rich contextualised learning
Confession of interest Change the ecology of
learning
Learning Community
Participants
Pupils
Teachers
Tutors
Strengthened links with partner
schools Professional Development
Professional Development Support New ideas
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Service Learning?

• Service Learning has tremendous potential to
  enable colleges and universities to meet their
  goals for student learning and development while
  making unique contributions to addressing
  community needs. (p.xvii)
• Service Learning must be grounded in a network
  of authentic democratic, reciprocal partnerships
  (p.6)
• Building Partnerships for Service Learning
• Barbara Jacoby, 2003.

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POST SATS Thinking Mathematically

Challenging misconceptions
Deep understanding of important
concepts Algebra, percentages
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POST SATS Fun Maths Roadshow
Problem solving, confidence building, group
bonding, interesting activities, great resource
..FUN!
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The Course

• Different approaches yet still very similar in
  content. Do providers, (referring providers),
  know what is in the course?
• Different assessment methods.Do providers have
  confidence in the standards set and knowledge
  acquired?

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Application and selection

• Issues
• (a) Applying direct to the MEC or (b) applying
  for PGCE/GTP and being referred or (c) making a
  joint application.
• (a) Applying direct
• should be discouraged and the applicant will be
  recommended to apply through GTTR for the PGCE or
  to apply directly to a GTP provider

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Application and selection

• (b) and (c) Applying for PGCE
• problems with GTTR
• delays in forwarding applications
  sometimes caused e.g. by telling referees that
  they dont need to submit their reference until
  December.

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Application and selection

• (b) and (c) Applying for PGCE
• Problems with providers who are
  unable/unwilling to bring forward their
  interview dates.
• Problems of consistency between providers
  with respect to entry qualifications

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Application and selection

• (b) and (c) Applying for GTP
• problems with providers who are
• unable/unwilling to bring forward their
• interview dates.
• This is sometimes caused or worsened by problems
  in finding school placements.

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Views of participants

• At university I was taught by mathematicians who
  obviously knew a lot of maths but did not care
  how much I understood!
• I dropped out after 4 months and thought I would
  never be able to become a maths teacher.
• Unless we can improve the teaching at degree
  level, the MEC is vital.
• I would have given up my dream.

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Looking back on the MEC experience from first
teaching posts.

• Because the course went beyond A level it
  provided me with a much deeper understanding of
  mathematics. At times the course felt over the
  top or excessive compared to the teaching
  requirement. However, I now feel that this
  experience has given me a wealth of confidence.
  MEC04
• I would recommend the MEC to anyone who was
  looking to teach maths even those with maths
  degrees particularly from a number of years
  ago MEC04

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Which features of the MEC have been most
effective in helping you prepare for your
teaching career?

• The vast majority of the course was spot on,
  some of the delivery has become more relevant to
  me now that I am teaching MEC04
• The tutors enthusiasm towards mathematics and
  teaching mathematics has been an inspiration to
  me. It is the same way I would like to teach the
  subject, so that my students will be inspired as
  well. MEC05

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Spin offs

• Regional collaboration
• Funding for work across regions
• Resources personnel and hardware/software
• Positive impact on non MEC PGCE students
• Model for CPD for current non specialist maths
  teachersand others?

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The Final product

• Trainees seem
• more enthusiastic and better prepared for the
  PGCE
• more willing to engage and learn and take
  responsibility for their learning,
• And they show evidence of mathematical
  competence and understanding

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Other issues

• Impact on other provision e.g. 2 year PGCE
• Do schools i.e. HTs and HoDs, know and understand
  the MEC?