Pedagogical Application of New Developments and Approaches (PANDA)
Changing the Paradigm towards Co-creation of Processual Learning in the New Maths Curriculum
Year 1 (2015-16):
- to establish a professional learning community for teaching (PLC4T) and pioneer collaborative lesson planning involving the local schools, regional Archimedes Maths Hub, Durham University School of Education, Education Durham, and the Further Mathematics Support Programme (FMSP) across the North East;
- to enhance teachers' decision-making for effective evidence-based teaching to promote (i) students' learning with understanding of Maths, and (ii) deepening of teachers' understanding and application of the Mastery Approach;
- to make recommendations to policy makers on specific actions to support PLC4T. The project will be a trial to establish PLC4T, including further research into topics which are ‘dropping down’ to Key Stages, i.e. from Key Stage 3 to Key Stage 2, Key Stage 5 to Key Stage 4.
This phase of the project focuses on the growth in understanding teaching strategies (how to teach) about quadratic graph at Higher Level Key Stage 4. The topic is moving down from A-level to the new KS4 curriculum. The project aims to build on the current New Higher GCSE Content Course currently available through part of the Further Mathematics Support Programmes (FMSP) Extension and Enrichment offer to schools. This resource explores different approaches and methods which effectively support the delivery of topics new to GCSE.
Year 2 (2016-17):
At the end of the Phase 1 cycle, three research topics will be identified for Phase 2. When these topics have been confirmed, the project will explore them in conjunction with a continuing emphasis on the new content of the KS4 curriculum, drawing up resources sign-posted though current government funded support for teachers. The scope will be extended to incorporate three perspectives: (1) participant teachers’ reflections on what kind of topics are hard to teach within KS4; (2) suggestions from the recent research-based guidance for maths teachers, 7 key ideas in teaching mathematics;
(3) research findings from classroom-based action research in the lead teaching school (Hermitage Academy).
- Establish the project management team (see Appendix A) comprised of stakeholder representatives from key influencers of Maths teaching and teacher education in the North East;
- Establish a pilot learning community of approx. 8 in-service teachers of mathematics to work collaboratively, initially to (i) develop its terms of reference; (ii) assess the feasibility of a cross-school single-subject CPD model; (iii) identify the potential impacts and valued outputs (e.g. student learning);
- Produce a lessons learnt report that can be and will be shared initially through subject leader network meetings, then disseminated more widely through the local Maths Hubs, initial teacher training courses, and FMSP.
- Implement an action research project based at the lead school (Hermitage Academy), to trial the development of innovative approaches to teaching which blend the best ideas from local practitioners and Shanghai, contributing to improvements in strategic techniques, e.g. assessment for learning;
- Resources developed through the use of action research methodology (i.e. the general empirical method in action research projects) will help to deepen insight into ‘intelligent practice’ and provide a learning resource for the project leading to sharing of expertise aimed at improving pupil outcomes in secondary mathematics;
- Disseminate the project findings to the teacher learning community of practice, including through the ITE;
- Recruit additional participants to join the learning community to achieve a critical mass (approx. 16-20 members) which will meet as a group for 1.5 days per term to address the most urgent support needs for teaching mathematics in the North East; quantify the potential impacts and valued outputs (e.g. student learning and performance; teacher satisfaction);
- Raise awareness of the changing needs of the teaching profession calling for research into the systemic determinants of ontology, epistemology, and institutional factors (regulative, normative, cultural/cognitive) that underpin the dominant pedagogical paradigm and the educational reforms required to create a learning environment hospitable to the Mastery Approach and epistemic learning.