Proactive Projects

Ongoing projects

'MATHEMATICAL NEEDS' PROJECT

ACME is currently working on a proactive project on ‘Mathematical Needs' which will examine how both national and individual mathematical needs of 5-19 learners can best be met by a curriculum and delivery policy and implementation framework. The project is currently divided into two parallel themes looking at mathematical needs from a ‘top down' (currently entitled Theme A) and ‘bottom up' (Theme B) perspective.

Project Rationale

The rationale for this project is to provide evidence on which to formulate an appropriate provision of mathematics education across the 5 - 19 age range. Our aim is to make evidence on mathematical needs available in a form which will provide an agreed basis for future decision making. The overall vision for the work is that we will move to a situation where national mathematical needs are a major consideration in relevant policy decisions.

Theme A:

The ‘top down' element of the project is led by Roger Porkess, Dr Jack Abramsky and Professor Alice Rogers and is part-funded by the Clothworkers Foundation and Nuffield Foundation.

Objectives

The project will provide evidence on the mathematical needs of 5 - 19 learners. This evidence will be both quantitative and qualitative and it will cover national needs. It will then be possible for policy makers to develop a well-informed curriculum and implementation framework to reflect the identified needs. Consequently, we expect the project will contribute to the long-term national strategic goal of increasing STEM participation. It is envisaged to result in more students continuing to develop their mathematical skills up to the age of 18 - 19, making England more closely aligned with almost all other countries. It will also ensure a closer relationship between mathematics teaching up to 19 years of age, and the uses of mathematics in post-19 careers and further study.

Project Scope

The aim of the project will be to provide the information needed for an informed answer to the following question:

How can national ‘mathematical needs' best be met by a curriculum and delivery policy and implementation framework?

Impact

The project will have the following specific outcomes:

Producing short to medium-term recommendations for Ministers and Civil Servants in the DfE and the BIS;
Ensuring that policymakers in the main UK political parties will be clear about the relevance of the issues raised by the project, at least at a preliminary stage, to their education agendas;
Producing longer term policy implementation recommendations to be enacted by 2013, when current legislation on compulsory education will first apply and the planned Government review of Level 3 qualifications will take place;
Helping ACME and the mathematics community to gain further ground in emphasising the importance and relevance of mathematics to the STEM and other education and skills agendas;
Providing a framework for updating evidence and recommendations in the light of emerging uses of mathematics, changing employment patterns and other developments;

Theme B:

The ‘bottom up' strand of the project is led by Wendy Hoskin, Professor Anne Watson, Lynne McClure and Fiona Allan. This part of the project is looking at the mathematical needs of the learners by examining beneficial approaches to teaching, learning and assessment. This part of the project is looking at the following questions:

What evidence is there from recent research of effective approaches to teaching and learning mathematics?
To what extent is 'personalised learning' already happening in mathematics?
What are the major barriers to meeting learner's individual needs e.g. high stakes assessment, insufficient high quality subject specific CPD and advisory support?

The project has been informed so far by a series of research seminars with teachers and mathematics education specialists that were organised at the end of 2009 and beginning of 2010. These workshops considered issues such as values and principles for the effective learning of mathematics, an international vision for mathematics education, a core curriculum for 5-19 mathematics and effective mathematics teaching.

Together, these themes will provide both a comprehensive understanding of ‘mathematical needs' and evidence and grounding for more detailed work on qualifications and curricula.

LEVEL 3 MATHEMATICS PROJECT

The project on Level 3 Mathematics was started in the summer of 2007 to enhance ACME's contribution to discussions on the mathematical pathways to be adopted for first teaching in 2011 and to offer a vision for Level 3 Mathematics education in the latter part of the next decade.

In October 2009, ACME published a document which aimed to be an early contribution to the thinking which will inevitably precede the 2013 review of 14-19 qualifications. It offered a possible model for Level 3 Mathematics, and the context in which it lies, from about 2016. It was anticipated that the paper would act as stimulus for discussion both inside and outside the mathematics community. The main element of this work was an outline of a framework in which there will be an expectation that everyone in full time education and training up to 19 will study mathematics in a way which is appropriate to individual learner needs. Our paper, Towards Level 3 Mathematics in 2016, which was intended to provoke discussion, was published and circulated to an extensive list of stakeholders. Views were sought by 11 January 2010 and we would like to thank all the organisations and individuals who responded. The key comments received will help us refine our thinking on the issue in order to produce a final document in the spring.

We still welcome any comments on the project; you can email us at acme@royalsociety.org

Other Level 3 mathematics issues that ACME has considered recently on a reactive and/or proactive basis include Mathematics in the Level 3 Diplomas and Qualifications in Level 3 Mathematics in 2011. ACME published a position statement for each of those issues.

MATHEMATICS ENRICHMENT AND ENHANCEMENT (E&E) PROJECT

ACME commissioned the Millennium Mathematics Project at the University of Cambridge to conduct an audit of mathematics enrichment and enhancement (E&E) provision and engagement nationally.

The project drew evidence from both schools and colleges, and from organisations involved in providing mathematics E&E activities or resources at primary and secondary school level. The project aim was to build up a map of E&E activity currently available across the country. By collating this information, the project aimed to start building a comprehensive list of mathematics E&E opportunities available for schools and colleges while also informing future provision by identifying current strengths and weaknesses.

The report was finalised in October 2007 with a key recommendation being the creation and publication of a directory of mathematics E&E provision which is being taken forward. The DCSF and DIUS have launched a 3 year programme to develop directories of STEM E&E activities under the strategic leadership of SCORE (science), ACME (mathematics) and RAEng (engineering and technology). The goal is to improve co-ordination on ‘the delivery of opportunities for curriculum enhancement and enrichment' and ‘to increase the number of schools, colleges and students which benefit from such activities and support.'

The project is now well under way. On Friday the 9 May, the official website of the STEM Directories was launched. Badged as the largest project in the UK to enthuse teachers and students about science, technology, engineering and maths, the STEM directories are currently accepting national and regional schemes for registration.

The directories are a unique resource of three volumes - Science, Engineering & Technology and Mathematics - signposting STEM schemes and activities across the UK for teachers and lecturers in schools and colleges.

For more information, or to register a scheme, go to www.stemdirectories.org.uk. The STEM directories are now fully available online.

For more information on ACME's work within STEM.

Completed projects

CHANGE MANAGEMENT IN MATHEMATICS EDUCATION PROJECT

ACME commissioned CMC Partnerships (UK) Ltd to conduct a short study to examine good practice in change management in mathematics education. The report of the study informed ACME's ongoing policy advice on 5-19 mathematics education in England.

MATHEMATICS IN FURTHER EDUCATION COLLEGES PROJECT

In July 2006 the Advisory Committee on Mathematics Education (ACME) published a report on 'Mathematics in Further Education (FE) colleges'. This report has identified good practice in the management and provision of mathematics within FE institutions and has made recommendations to complement the government's policies to: increase uptake of mathematics post-16; improve the mathematics skills of workforce; and improve the overall quality of teaching and learning in the FE sector. Mathematics in Further Education colleges Report (550 kb).

ENSURING A HIGH QUALITY, LOCALISED INFRASTRUCTURES FOR THE CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS OF MATHEMATICS

Having recommended the establishment of a National Academy for Teachers of Mathematics in its first report, ACME worked closely with the Post14 Mathematics Inquiry which reported back to the Government on a recommended structure for the NCETM. ACME had an active input into this, ensuring that the mathematics community was fully consulted on the final proposals and that any synergies between the NCETM, its local infrastructure and the national network of Science Learning Centres would be fully exploited. Report on Ensuring a high quality, localised infrastructure for the Continuing Professional Development of teachers of mathematics (158kb)

ASSESSMENT IN 14-19 MATHEMATICS

In January 2005 the Advisory Committee on Mathematics Education (ACME) published a report on assessment in 14-19 mathematics. The report highlights the overly burdensome examination system in English schools and colleges. It goes on to recommend that the Government should reduce the volume and frequency of external assessment in mathematics, and that 14-19 assessment mechanisms in mathematics should reflect the goals of different 'pathways' to a qualification without being over-standardised to the detriment of the subject. Assessment in 14-19 Mathematics Report (294 kb)

CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHERS OF MATHEMATICS

In December 2002 ACME published a report on continuing professional development (CPD) for teachers of mathematics. The report highlights the 'closed loop' that has emerged in mathematics teaching as a result of diminishing pupil and student numbers in school and undergraduate mathematics. It recommends the initiation of a sustained and developmental programme of CPD for all teachers of mathematics, across all phases and at all stages of their careers, to be provided through a National Academy for Teachers of Mathematics and local mathematics centres.
Continuing Professional Development for teachers of mathematics Report December 2002 (413 kb)
Summary of report (106 kb)