Professional development and research

Contemporary thinking in mathematics education

All educators are also learners; this page contains articles on current and recent research  to stimulate discussion, provoke interest and support thinking.

The video recording below, by Dr Helen Williams and Dr Ruth Trundley, explores some key aspects of understanding early number (subitising, cardinality and composition) as well as executive function. The session starts with observing some reception children playing. It was originally recorded to be used as a staff meeting but could be used for self-study and is relevant to all in maths education.

• Mastering number: what matters in the early years – Dr Helen Williams and Dr Ruth Trundley – video 

Additional Resource

• Private talk, public conversation

Growth mindsets and mathematics – resources

• Faster Isn’t Smarter – Seeley
• Fluency without Fear – Boaler
• Math Anxiety – Ashcraft
• Mindsets and Math Science – Dweck
• Positive Classroom Norms – Boaler
• Psychological Prisons – Boaler
• The Perils and Promises of Praise
• Unlocking Childrens’ Maths Potential – Boaler

Collaborative Professional Development

Learning from the ICME international survey on teachers working and learning through collaboration

Many professional development projects, including ones set up by the maths hubs, involve teachers working and learning collaboratively.

In order to both support and challenge professionals who lead mathematics developments across the South West, Alison Clark-Wilson was invited to join the local PD network meeting in the summer term of 2017 and engage participants in exploring and furthering their understanding of collaborative working, through a collaborative process. The resulting report can be found below. We hope this is the start of many conversations about collaborative professional development, both locally and across the country.

• Learning through the ICME international survey on teachers working and learning through collaboration

Pre-Teaching and Assigning Competence

Supporting children to be active and influential participants in mathematics lessons through effective use of assigning competence and pre-teaching

Following a year-long action research project, funded by Devon County Council, Jurassic Maths Hub and Cornwall and West Devon Maths Hub, the report (available to download below) examines the impact of class teachers pre-teaching and assigning competence to vulnerable children, with the aim of supporting them to be active and influential participants in mathematics lessons.

The impact has been extraordinary. We have had the privilege of witnessing teachers change children’s lives through this project. Children who had no belief in themselves as learners in mathematics now believe in themselves, and are actively involved in their own learning and in the learning of others

• Supporting children to be active and influential participants in mathematics lessons through effective use of assigning competence and pre-teaching – final report July 2017

What is pre-teaching?

Pre-teaching here is identified as additional individual or small group time with the teacher who will teach the lesson, in advance of the lesson. The focus of any pre-teach is on addressing the barriers the learners might have in accessing the lesson.