to critically examine effective teaching of mathematics from around the world
to develop knowledge and understanding of mathematics teaching and training in both primary and secondary sectors based on international evidence from Hungary, Finland and Singapore and other countries
to identify and critically examine through specific teaching and learning strategies that relate to the effective teaching of mathematics
to identify ways of improving your professional and educational practice in the teaching of mathematics, with particular reference to the use of whole class interactive teaching and resources including ICT
to demonstrate enquiry, insight and analytical capability with regard to your own professional practice and those of colleagues in the pursuit of more effective teaching and learning of mathematics.
INDICATIVE SYLLABUS CONTENT:
international evidence for the key strategies for enhancing mathematics teaching
OFSTED reports on mathematics teaching in schools and evaluation of national strategies
review of resources for effective mathematics teaching, including use of ICT
coping with the outcomes of the use of whole class interactive teaching of mathematics with low ability classes or classes with significant variation in ability
reviewing and evaluating your teaching and progress towards more effective pupil progress in mathematics.
An overview of the content and structure of the sessions for Module 2 can be found here.
A list of the key points and practices that contribute to effective mathematics teaching is available here
Key Points for MEP Primary Teacing are available here
The Project Diary template is available here
Complete schemes of work, resources and lesson plans for both secondary and primary are available here.
A list of useful mathematics websites for teachers can be found here
Burghes, D. (2000) MEP: The First Three Years
Details about the method of assessment for Module 2 can be found here
Andrews, P. (1999) "Looking Behind the Rhetoric: Some New Insights from Hungary" Mathematics Teaching, Issue 167, 6-10.
Brown, M. (1999) "Is More Whole-class Teaching the Answer?" Mathematics Teaching, Issue 169, 5-7.
Calder, P. (2000) "Learning from Romania and Hungary" Mathematics Teaching, Issue 171, 13-15.
Harries, A. (1997) "Reflections on a Mathematics Lesson in Kaposvar" Mathematics Teaching, Issue 161, 11-13.
Graham, E. et al (1999) "Towards Whole-class Interactive Teaching" Teaching Mathematics and its Applications, 18:2, 50-60.
Hatch, G. (1999) "It Wouldn't Be Like That Here" Mathematics Teaching, Issue 168, 26-31.
Sousa, D. (2000) How the Brain Learns pp88-96 (Corwin Press).
Fullan, M. (2004) Systems Thinkers in Action: moving beyond the standards plateau (DfES, London).
Fullan, M. (2005) Change Forces with a Vengeance, (Routledge-Falmer, London and New York).
Joyce. B. and Weil, M. (1972) Models of Teaching, (Englewood Cliffs: Prentice Hall).
Stigler, J., and Hiebert, J. (1999) The Teaching Gap, (Free Press: New York).