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초등학교 수학 전문 교사 양성 계획
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주영한국교육원
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02:34 09 Mar 2010
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초등학교 수학 전문 교사 양성 계획
□ 학교부 차관의 초등 수학 교사 지원 계획 발표
- 2010년 3월 2일, 연례 수학 교육 지원 협의회(The Advisory Committee for Mathematics Education, ACME)에서 학교부 차관 Diana Johnson은 1억 1800만 파운드를 지원하여 1,500명의 초등학교 수학 전문 교사의 추가 양성 계획을 발표
- 정부 지원을 받는 교사들은 2년 석사 과정을 시작한 교사들과 함께 총 1,600명의 초등학교 수학 전문 교사 인력을 구성하며 세계 일류의 수학 교육을 이끌 것을 기대
□ 내용
- 2019년까지 정부 지원 예정
- 수학 전문 교사(MaST, Maths Specialist Teacher)프로그램
2년 공식 석사 과정으로 2010년 1월 시작
2008년 Williams Mathematics Review의 지적으로 개발됨
2008년 10월 시범시행, 7개 교육청 50명의 수학 전문 교사 양성
□ 반응
- 시범 시행 이후 긍정적 평가 : 전문 교사와 일대일, 또는 소규모 학습을 20시간 진행한 이후 평균 13.5개월분의 학업 성과를 보였고, 이는 평균 기준 4배 상승한 수치임
- 30만 명의 학생에게 영어와 수학 일대일 학습을 제공하려는 정부 목표(2010예정)에 도달하기 위한 첫 번째 단계로서 작용
※상세 내용은 원문 참조
Primary teachers + intensive maths training = world class maths pupils
02 March 2010
- Schools Minister announces £11.8m for over 1,500 new maths specialist primary teachers -
One thousand five hundred more primary teachers will receive training to become mathematics specialists thanks to an £11.8m investment, Schools Minister Diana Johnson announced today.
Speaking at the annual conference of the Advisory Committee for Mathematics Education (ACME), the Schools Minister explained that the new primary maths champions would join the ranks of over 1,600 primary teachers who have already begun their two year Masters level course to become expert maths teachers. She said that specialist teachers would transform the way the subject is taught in primary schools and help our pupils become among the best at maths in the world, while creating an even more skilled teaching workforce.
Maths specialist teachers will also:
- Improve teachers' knowledge and skills in teaching maths - making them more confident in the classroom
- Improve pupil confidence, enjoyment and achievement in maths
- Help spread expertise in their own school, so that every teacher can improve their maths skills - creating hubs of maths excellence up and down the country
- Create a local network of maths specialist teachers, who work together to improve maths teaching across the local area.
This investment backs up the Government's commitment that by 2019, every primary school should have access to a maths specialist teacher, as recommended in the Williams Mathematics Review.
Schools Minister Diana Johnson said:
"There has never been a more important time to plough our efforts into making our children the best in the world at maths, with the number of jobs related to science, maths and technology growing.
"This is why we're overhauling the primary curriculum to make literacy, numeracy and ICT the backbone of every lesson, and why we're investing £468m so pupils falling behind in class receive dedicated one to one tuition.
"This all adds up. In 2009, around 100,000 more children left primary school secure in the basics than in 1997, and we've jumped from 17th to 7th in the international league tables for maths since the mid-nineties.
"But there's no room for complacency. Skilling up our primary teachers to become maths experts will help get pupils excited about maths, and also inspire them to stay learning for longer. This programme will also help raise the bar on maths attainment and make sure our teachers become even more professional and remain highly respected, both at home and overseas."
The Maths Specialist Teacher (MaST) programme is a national two year Masters level course, and the first cohort of teachers began the programme in January this year.
The first wave of applications for this programme received a positive response from primary teachers. National Strategies advisors and Higher Education Institutions are also reporting waiting lists in several local authorities, with teachers keen to get started on the programme.
The Maths Specialist Teacher programme was developed in response to the Williams Mathematics Review, which concluded in 2008. A pilot programme began in October 2008, where over 50 teachers across seven local authorities received training to become specialist teachers in maths.
The pilot has been a success, with many teachers reporting that the programme has helped them improve their subject knowledge and teaching methods, as well as improving their maths confidence and becoming better at sharing knowledge with other teachers.
Along with introducing a new primary curriculum and specialist primary teachers, the Government is also rolling out nationally its Every Child Counts programme, to provide one to one support for six and seven year olds who are falling behind in maths.
Data from the programme's first year show that pupils made an average of 13.5 months progress with just 20 hours of specialist one to one and small group tuition - four times the normal rate of progress.
With its roll out this year, Every Child Counts will help around 30,000 six and seven year olds annually to raise their achievement levels.
Children's Secretary Ed Balls also announced last year that thousands more seven-to-16-year olds will get intensive bursts of 10 hours one-to-one tuition with a qualified tutor to get them back on track in both English and maths.
It is the first step to reaching the Government's commitment that by 2011, 300,000 pupils overall in English and 300,000 overall in maths will be getting one to one tuition a year - with GCSE students in schools in the most challenging circumstances also getting support.
Editor's Notes
This press notice relates to 'England'
1. This announcement was made at the annual conference of the Advisory Committee for Mathematics Education (ACME), entitled Mathematical Needs - Implications for 5-19 Mathematics Education. ACME is an independent committee, based at the Royal Society and operating under its auspices, that acts as a single voice for the mathematical community on mathematics education issues.
2. The programme materials for the MaST programme have been developed in line with agreed national criteria by selected Higher Education Institutes (HEIs) who will undertake joint planning and delivery with local authorities. A great deal of the success of the programme will come from the partnership between the participating teacher, their school and local authority and an HEI provider.
3. The longer-term vision is that this group of highly skilled teachers will drive the development of mathematics in a local context, making the subject more attractive to children, colleagues and parents. These local hubs of influence will lead to improvements nationally with more positive attitudes, higher expectations and higher standards in mathematics for all.
4. The Maths Specialist teachers' programme was a response to the Williams Maths Review, which concluded in 2008. Williams recommends that 2019 every primary school should have access to such a maths specialist.
5. Each specialist will improve their own subject knowledge and maths teaching skills so they can help colleagues and bring about school-wide improvements in maths. The training is provided through a partnership between university teacher-training departments and local authorities with elements of training taking place in-school.
6. Teachers attend half-termly half-day or after-school network meetings, complete school-based research projects and attend a longer training event outside term time. They receive support from an LA consultant throughout the programme. Those teachers who successfully complete the Maths Specialist course will gain credits towards a Masters degree.
7. Diana Johnson's speech to the ACME conference is below.
DIANA JOHNSON - ACME SPEECH
INTRODUCTION
Good morning everyone, it's a pleasure to be here today.
I'd like to thank ACME for inviting me and asking me to be one of the first speakers.
The partnership between my Department and ACME over the last few years has been incredibly strong. It's vital that, if Government is to continue improving in mathematics, we have a critical friend that works closely with us.
I'm pleased that they have dedicated this platform for distinguished academics, parliamentarians and theorists to 'talk' mathematics education.
Because I believe that mathematics is a language, one that spans the globe and one that many of today's young people understand.
Although it's not immediately obvious, it's a language that is translated throughout their lives - from the laptops they use at home, the games console in their bedroom and their mobile phone in their pocket.
And it is the constant march of advancements in science, technology and engineering, driven by mathematics, which will make many of these products hideously 'un cool' to young people by the time of next year's conference, but also, more importantly, out of date.
Likewise it's those same forces that are shaping the world that our young people will soon inhabit, namely - the world of work.
That world constantly needs to adapt to these improvements and we have now reached the point where leaving school with a handful of GCSEs and getting a good job is becoming more difficult.
Employers are now more than ever looking for staff with strong practical skills and knowledge for their companies.
With independent predictions suggesting that there will be 3 million science, maths and technology related jobs worldwide by 2017, it is integral that our young people have a solid understanding of mathematics when they leave education.
So today's conference title of 'Mathematical needs' is incredibly fitting.
Because without it, today's young people will struggle to become part of tomorrow's workforce.
What we need is a mathematically literate culture embedded into our schools, so that all students understand the language of mathematics.
PROGRESS MADE
And I'm pleased to say that since 1997, more and more students have become fluent in the language.
Key Stage 2 achievements of Level 4 or above have steadily increased year on year, from 62% in 1997 to 79% in 2009.
In Mathematics GCSE results, we see a similar increase, from 43% of pupils achieving grades A*-C to 57% last year.
Beyond that, the number of students participating in the Mathematics A Level has increased from 56,000 to 64,000 last year.
And the recent Trends in International Mathematics and Science Study placed among the highest performing countries in mathematics.
So the numbers do add up, we are engaging more and more students in mathematics and supporting them to achieve great results.
We have a good working formula. But as technological advancements do not rest on their laurels, neither can we.
WALPORT REPORT
Last week saw the publication of the Science and Learning Expert Group's report.
I am pleased that the Group, led by Sir Mark Walport, positively acknowledged the great leaps we have made in the last few years in science and mathematics education thanks to our commitment to these subjects.
But the report also raised some important issues expressed to him by stakeholders - such as the need for greater maths content in GCSE science and the need to continue recruiting and supporting specialist teachers.
I'm greatly encouraged by these issues Mark has raised.
Because education must keep pace with innovation, and indeed be innovative itself, for a thriving economy and a satisfied workforce.
The steady increases in student's studying mathematics that I outlined need to remain steady, which means we in Government have to support students and give them the mathematical skills and knowledge that are as essential to the workplace as skills in operating computers, e-mail and telephones are.
Today I want to outline how we meet that need - the mathematical need.
To me I believe this includes three things: an engaging curriculum, extra support for those who fall behind and excellent teachers.
And it is those three areas that I want to talk about today.
So, let's start with an engaging curriculum.
ENGAGING CURRICULUM
We need to ensure that children get access to high quality mathematics throughout their education.
And this has to start as soon as they enter primary school which is, without a doubt, the most crucial stage of children's mathematical education.
It is during their time at primary school that they will pick up the essential numeracy skills and understanding of mathematics that lay the groundwork for future education and eventually work.
As I've already stated, achievement at this stage is high, but it's the area we need to work most on.
We need to build a primary mathematics education that will both support and challenge every student, through innovative teaching that makes the subject as engaging as it is enjoyable.
As most of you will know, Sir Jim Rose has undertaken a review of the entire primary curriculum that will come into force next year.
At its nucleus is a strengthened focus on the three R's - reading, writing and 'rithmetic.
Numeracy is right at the heart of the primary strategy, with 'Mathematical understanding' as one of the six key areas of learning that students will focus on.
I would like to thank ACME for helping Sir Jim throughout his review.
I know that some of you in the audience have been critical about our approach, and I know that the recent Dispatches programme was critical about primary mathematics education.
But I am confident that it's the right one to take.
Over 70% of teachers, parents, pupils and education experts we asked about the new curriculum said it would give students a sound education.
And, importantly, children at primary school will be able to appreciate mathematics for its own sake, not just to see it as a set of facts and skills to be learnt.
The new curriculum rightly places an emphasis on teaching for understanding about mathematics and its major role in peoples' lives as well as teaching them how to do mathematics.
And the reason I'm so confident is that teachers have more flexibility to teach in interesting and original ways, to provide more 1:1 support, and to demonstrate the very real relationship between mathematics and the real world, drawing on its links with other areas like history, science and I.C.T.
So learning maths won't just be about learning multiplication tables, although they are important, it will show how mathematics helps prove scientific facts.
And we continue to fund that innovation in our primary workforce through our Mathematics Specialist Teacher programme.
I launched it last year, and it was great to see and meet some of the teachers involved in the programme.
Teachers will enrol in a new two-year part-time Masters level qualification to improve their understanding of mathematics, to learn new ways to teach primary students and develop skills to coach other teachers.
Mathematics Specialist Teachers will act as maths champions, enabling whole school improvement in mathematics teaching to improve pupil engagement, confidence and achievement.
Our aim is to train 13,000 mathematics specialist teachers over ten years, providing every Primary School with access to a mathematics specialist by 2019.
The first selection of teachers undertaking this two year programme started in January, and I look forward to seeing the impact they have on students' learning.
I am also delighted to announce £11.8 million in new funding to secure the recruitment of over 1500 more mathematics specialist teachers in 2010/11.
These specialist teachers will continue to transform the way mathematics is taught in our primary schools and contribute to an increasingly professional workforce.
TESTING
And it's because of mathematics fundamental importance that we need to continue to assess the achievement of pupils at the end of primary school education.
I know that members of ACME and my Department don't always share the same opinions on this.
But, like the Expert Group on Assessment made clear, removing all externally marked key stage 2 tests would represent a step backwards, both for pupils learning and for school accountability.
But because we're clear that for the system to constantly improve, it cannot be set in stone.
This is why we're continuing our pilot of single level tests, and results from these will be published as part of the Achievement and Attainment Tabless for the first time this year.
And, like ACME, we agree there should be more focus on teacher assessment. That's why we're overhauling the way schools are held to account by putting more emphasis on teacher assessment and by introducing the new school report card.
I very much welcome ACME's involvement in the development of this new, more comprehensive way of measuring a schools' achievement and attainment.
SECONDARY SCHOOL
So - we are supporting more students to get a good grounding in mathematics and an appreciation of its importance by the time they leave primary school.
This is so very important for them to move forward in mathematics in secondary school and it's vital that we continue to develop this grounding throughout their time in secondary school.
And whilst the TIMMS report highlighted our great achievements in secondary mathematics, it also showed that there has been a large drop in the number of children with positive attitudes towards it.
As part of our 14-19 reforms, we are introducing a new Maths GCSE in September, to which a key part of the qualification will be the use of 'functional mathematics'.
It will allow students to understand how what they're learning in the maths room will translate in the office, the production studio or the engineer's bench.
We expect schools will want to give pupils the opportunity to take a separate stand alone functional skills assessment in addition to their GCSE.
But we want to go even further and be in a position to challenge those students who want more from their maths education.
That's why we are also piloting the new linked pair mathematics GCSE from September.
They will provide greater depth and challenge for those young people who want it.
I'd like to take this opportunity to thank ACME for supporting the QCDA in developing this qualification and I hope they continue that support through out the pilot period.
There will be a full independent evaluation of the pilots in 2015, looking at how well the new qualifications meet the needs of a diverse range of learners, and their implications for teaching and learning
And we're also helping to engage more students in mathematics with the growth of after school STEM clubs.
Last year I was at the launch of the STEM Club network - a website that provides support to teachers to set up their own STEM club and gives them source material to engage all secondary school children in Mathematics.
I saw many young people talk about how taking part in interesting exercises in the STEM club with friends and teachers had helped them to understand their school work better.
For example, the trips that children in County Durham took to the Challenger Space Centre in Arizona helps bring learning to life for students.
MORE SUPPORT FOR STUDENTS
This brings me on to my next point - building student confidence and giving them extra support to help them progress in their studies.
The reason why the uptake of STEM clubs has been so widespread is because they make learning about maths engaging and fun in a personalised way.
They help students to think for themselves and develop their understanding of mathematics.
We want this type of support to be more widespread throughout education.
Because we know that some students need more support than others to build up that essential grounding in mathematics from an early age.
That's why we are rolling out our Every Child Counts programme nationally later this year, as part of Sir Peter Williams Review of Primary Mathematics.
It aims to support those 6 and 7 year olds who are amongst the lowest achievers improve.
In its first year, it showed that pupils had made an average of 13.5 months progress with just 20 hours of specialist one to one and small group tuition.
That's four times the normal rate of progress.
And the teachers are truly innovative in their approach - one helped a young girl, who was described as a 'maths-phobic', by getting her to sort out tuck for the school's daily breakfast club.
With its roll out this year, it will help 30,000 6 and 7 year olds raise their achievement levels and prove to the 'maths-phobics' that there is nothing to be scared of.
CHILDREN SCHOOLS AND FAMILIES BILL
As you may have heard, last week our Children, Schools and Families bill has completed its passage through the House of Commons and will have its second reading in the House of Lords shortly.
Contained within that bill are specific measures that will ensure that young people receive the right support to get an excellent mathematics education.
From this September, we want every pupil aged seven to eleven, who has fallen behind national expectations and not making good progress, to receive one-to one tuition in mathematics to get them back on track.
We want every pupil beginning secondary school from this September who is behind national expectations in mathematics to receive one-to-one tuition or small group support.
We want eligible pupils to be entitled to a progress check by the end of year 7 so that pupils and parents understand how a pupil has progressed.
We also want pupils who are falling behind their peers in Maths at key stage 1 to be entitled to extra one to one and small group support to help them progress and catch-up with their classmates.
Of course, the people who will be supporting our students, and are ensuring that young people's Mathematics results continue to improve, are the excellent mathematic teachers across the country.
SUPPORT FOR TEACHERS
This brings me on to my last point - what we are doing to support the mathematic workforce.
The Royal Society's former president, Sir Isaac Newton, once famously wrote that "If I have seen a little further, it's by standing on the shoulders of giants".
What he meant was that he built his - literally world-changing - findings on the laws of motion and universal gravitation from other notable scholars before him. He progressed with the help of his mentors.
The mathematics teachers across the country are the shoulders that our students see a little further from, and we want to help them to support their students.
That's why we have asked the Training Development Agency to pilot a mentoring programme aimed at newly qualified teachers, so that they get the help and advice they need to engage with their students, by developing their teaching methods through help and support from more experienced colleagues.
The TDA are also running The Mathematics Development Programme for Teachers.
This gives those that are secondary teaching maths, but do not have a degree in mathematics, to gain the deep subject knowledge and pedagogy they need to teach it more effectively in their class.
The National Centre for Excellence in the Teaching of Mathematics is now firmly established providing teachers with access to good quality professional development opportunities and also with the tools they need to assess their development needs.
And there are a number of incentives and programmes that are already up and running to boost the number and quality of teachers.
Among these are the training bursaries of £9,000 for mathematics postgraduate trainee teachers, followed by a taxable £5,000 golden hello at the start of their second year of teaching.
And the number of new Mathematics teachers is incredibly promising. Over 2,900 mathematics trainees are expected to start initial teacher training this year exceeding the target by 8 per cent.
FUTURE AND CONCLUSION
As we wait for those teachers to come into our schools we have a lot of important work ahead of us.
You may have heard last week that the Prime Minister announced a new objective to ensure our place among the very best in mathematics education.
That is by 2015, we will be in the top five in maths out of all OECD countries. This is a stretching commitment but one we think is wholly achievable given all that we are doing.
I look forward to working with all of you to make that vision a reality over the next 5 years.
So, to sum up, mathematics is a crucial tool for our young people to have and a key life skill ready for the world of work.
Instilling a love of mathematics early on in education, capturing young people's enthusiasm and talent for the subject will help more students ready for that world.
By investing in innovative teaching methods and our great workforce, we can support every student to get a great mathematics education, and not just the lowest common denominator.
Only by doing this can this country stay on the forefront of scientific and technological development.
By working together, I know we can create a first class workforce, that is fluent in mathematics and can use it throughout their lives.
I look forward to working more with ACME in the future and having the opportunity to 'talk maths'. Thank you.
Contact Details
Public Enquiries 0870 000 2288, info@dcsf.gsi.gov.uk
출처 : DCSF Press Notice 2010/0051
http://www.dcsf.gov.uk/pns/DisplayPN.cgi?pn_id=2010_0051
□ 학교부 차관의 초등 수학 교사 지원 계획 발표
- 2010년 3월 2일, 연례 수학 교육 지원 협의회(The Advisory Committee for Mathematics Education, ACME)에서 학교부 차관 Diana Johnson은 1억 1800만 파운드를 지원하여 1,500명의 초등학교 수학 전문 교사의 추가 양성 계획을 발표
- 정부 지원을 받는 교사들은 2년 석사 과정을 시작한 교사들과 함께 총 1,600명의 초등학교 수학 전문 교사 인력을 구성하며 세계 일류의 수학 교육을 이끌 것을 기대
□ 내용
- 2019년까지 정부 지원 예정
- 수학 전문 교사(MaST, Maths Specialist Teacher)프로그램
2년 공식 석사 과정으로 2010년 1월 시작
2008년 Williams Mathematics Review의 지적으로 개발됨
2008년 10월 시범시행, 7개 교육청 50명의 수학 전문 교사 양성
□ 반응
- 시범 시행 이후 긍정적 평가 : 전문 교사와 일대일, 또는 소규모 학습을 20시간 진행한 이후 평균 13.5개월분의 학업 성과를 보였고, 이는 평균 기준 4배 상승한 수치임
- 30만 명의 학생에게 영어와 수학 일대일 학습을 제공하려는 정부 목표(2010예정)에 도달하기 위한 첫 번째 단계로서 작용
※상세 내용은 원문 참조
Primary teachers + intensive maths training = world class maths pupils
02 March 2010
- Schools Minister announces £11.8m for over 1,500 new maths specialist primary teachers -
One thousand five hundred more primary teachers will receive training to become mathematics specialists thanks to an £11.8m investment, Schools Minister Diana Johnson announced today.
Speaking at the annual conference of the Advisory Committee for Mathematics Education (ACME), the Schools Minister explained that the new primary maths champions would join the ranks of over 1,600 primary teachers who have already begun their two year Masters level course to become expert maths teachers. She said that specialist teachers would transform the way the subject is taught in primary schools and help our pupils become among the best at maths in the world, while creating an even more skilled teaching workforce.
Maths specialist teachers will also:
- Improve teachers' knowledge and skills in teaching maths - making them more confident in the classroom
- Improve pupil confidence, enjoyment and achievement in maths
- Help spread expertise in their own school, so that every teacher can improve their maths skills - creating hubs of maths excellence up and down the country
- Create a local network of maths specialist teachers, who work together to improve maths teaching across the local area.
This investment backs up the Government's commitment that by 2019, every primary school should have access to a maths specialist teacher, as recommended in the Williams Mathematics Review.
Schools Minister Diana Johnson said:
"There has never been a more important time to plough our efforts into making our children the best in the world at maths, with the number of jobs related to science, maths and technology growing.
"This is why we're overhauling the primary curriculum to make literacy, numeracy and ICT the backbone of every lesson, and why we're investing £468m so pupils falling behind in class receive dedicated one to one tuition.
"This all adds up. In 2009, around 100,000 more children left primary school secure in the basics than in 1997, and we've jumped from 17th to 7th in the international league tables for maths since the mid-nineties.
"But there's no room for complacency. Skilling up our primary teachers to become maths experts will help get pupils excited about maths, and also inspire them to stay learning for longer. This programme will also help raise the bar on maths attainment and make sure our teachers become even more professional and remain highly respected, both at home and overseas."
The Maths Specialist Teacher (MaST) programme is a national two year Masters level course, and the first cohort of teachers began the programme in January this year.
The first wave of applications for this programme received a positive response from primary teachers. National Strategies advisors and Higher Education Institutions are also reporting waiting lists in several local authorities, with teachers keen to get started on the programme.
The Maths Specialist Teacher programme was developed in response to the Williams Mathematics Review, which concluded in 2008. A pilot programme began in October 2008, where over 50 teachers across seven local authorities received training to become specialist teachers in maths.
The pilot has been a success, with many teachers reporting that the programme has helped them improve their subject knowledge and teaching methods, as well as improving their maths confidence and becoming better at sharing knowledge with other teachers.
Along with introducing a new primary curriculum and specialist primary teachers, the Government is also rolling out nationally its Every Child Counts programme, to provide one to one support for six and seven year olds who are falling behind in maths.
Data from the programme's first year show that pupils made an average of 13.5 months progress with just 20 hours of specialist one to one and small group tuition - four times the normal rate of progress.
With its roll out this year, Every Child Counts will help around 30,000 six and seven year olds annually to raise their achievement levels.
Children's Secretary Ed Balls also announced last year that thousands more seven-to-16-year olds will get intensive bursts of 10 hours one-to-one tuition with a qualified tutor to get them back on track in both English and maths.
It is the first step to reaching the Government's commitment that by 2011, 300,000 pupils overall in English and 300,000 overall in maths will be getting one to one tuition a year - with GCSE students in schools in the most challenging circumstances also getting support.
Editor's Notes
This press notice relates to 'England'
1. This announcement was made at the annual conference of the Advisory Committee for Mathematics Education (ACME), entitled Mathematical Needs - Implications for 5-19 Mathematics Education. ACME is an independent committee, based at the Royal Society and operating under its auspices, that acts as a single voice for the mathematical community on mathematics education issues.
2. The programme materials for the MaST programme have been developed in line with agreed national criteria by selected Higher Education Institutes (HEIs) who will undertake joint planning and delivery with local authorities. A great deal of the success of the programme will come from the partnership between the participating teacher, their school and local authority and an HEI provider.
3. The longer-term vision is that this group of highly skilled teachers will drive the development of mathematics in a local context, making the subject more attractive to children, colleagues and parents. These local hubs of influence will lead to improvements nationally with more positive attitudes, higher expectations and higher standards in mathematics for all.
4. The Maths Specialist teachers' programme was a response to the Williams Maths Review, which concluded in 2008. Williams recommends that 2019 every primary school should have access to such a maths specialist.
5. Each specialist will improve their own subject knowledge and maths teaching skills so they can help colleagues and bring about school-wide improvements in maths. The training is provided through a partnership between university teacher-training departments and local authorities with elements of training taking place in-school.
6. Teachers attend half-termly half-day or after-school network meetings, complete school-based research projects and attend a longer training event outside term time. They receive support from an LA consultant throughout the programme. Those teachers who successfully complete the Maths Specialist course will gain credits towards a Masters degree.
7. Diana Johnson's speech to the ACME conference is below.
DIANA JOHNSON - ACME SPEECH
INTRODUCTION
Good morning everyone, it's a pleasure to be here today.
I'd like to thank ACME for inviting me and asking me to be one of the first speakers.
The partnership between my Department and ACME over the last few years has been incredibly strong. It's vital that, if Government is to continue improving in mathematics, we have a critical friend that works closely with us.
I'm pleased that they have dedicated this platform for distinguished academics, parliamentarians and theorists to 'talk' mathematics education.
Because I believe that mathematics is a language, one that spans the globe and one that many of today's young people understand.
Although it's not immediately obvious, it's a language that is translated throughout their lives - from the laptops they use at home, the games console in their bedroom and their mobile phone in their pocket.
And it is the constant march of advancements in science, technology and engineering, driven by mathematics, which will make many of these products hideously 'un cool' to young people by the time of next year's conference, but also, more importantly, out of date.
Likewise it's those same forces that are shaping the world that our young people will soon inhabit, namely - the world of work.
That world constantly needs to adapt to these improvements and we have now reached the point where leaving school with a handful of GCSEs and getting a good job is becoming more difficult.
Employers are now more than ever looking for staff with strong practical skills and knowledge for their companies.
With independent predictions suggesting that there will be 3 million science, maths and technology related jobs worldwide by 2017, it is integral that our young people have a solid understanding of mathematics when they leave education.
So today's conference title of 'Mathematical needs' is incredibly fitting.
Because without it, today's young people will struggle to become part of tomorrow's workforce.
What we need is a mathematically literate culture embedded into our schools, so that all students understand the language of mathematics.
PROGRESS MADE
And I'm pleased to say that since 1997, more and more students have become fluent in the language.
Key Stage 2 achievements of Level 4 or above have steadily increased year on year, from 62% in 1997 to 79% in 2009.
In Mathematics GCSE results, we see a similar increase, from 43% of pupils achieving grades A*-C to 57% last year.
Beyond that, the number of students participating in the Mathematics A Level has increased from 56,000 to 64,000 last year.
And the recent Trends in International Mathematics and Science Study placed among the highest performing countries in mathematics.
So the numbers do add up, we are engaging more and more students in mathematics and supporting them to achieve great results.
We have a good working formula. But as technological advancements do not rest on their laurels, neither can we.
WALPORT REPORT
Last week saw the publication of the Science and Learning Expert Group's report.
I am pleased that the Group, led by Sir Mark Walport, positively acknowledged the great leaps we have made in the last few years in science and mathematics education thanks to our commitment to these subjects.
But the report also raised some important issues expressed to him by stakeholders - such as the need for greater maths content in GCSE science and the need to continue recruiting and supporting specialist teachers.
I'm greatly encouraged by these issues Mark has raised.
Because education must keep pace with innovation, and indeed be innovative itself, for a thriving economy and a satisfied workforce.
The steady increases in student's studying mathematics that I outlined need to remain steady, which means we in Government have to support students and give them the mathematical skills and knowledge that are as essential to the workplace as skills in operating computers, e-mail and telephones are.
Today I want to outline how we meet that need - the mathematical need.
To me I believe this includes three things: an engaging curriculum, extra support for those who fall behind and excellent teachers.
And it is those three areas that I want to talk about today.
So, let's start with an engaging curriculum.
ENGAGING CURRICULUM
We need to ensure that children get access to high quality mathematics throughout their education.
And this has to start as soon as they enter primary school which is, without a doubt, the most crucial stage of children's mathematical education.
It is during their time at primary school that they will pick up the essential numeracy skills and understanding of mathematics that lay the groundwork for future education and eventually work.
As I've already stated, achievement at this stage is high, but it's the area we need to work most on.
We need to build a primary mathematics education that will both support and challenge every student, through innovative teaching that makes the subject as engaging as it is enjoyable.
As most of you will know, Sir Jim Rose has undertaken a review of the entire primary curriculum that will come into force next year.
At its nucleus is a strengthened focus on the three R's - reading, writing and 'rithmetic.
Numeracy is right at the heart of the primary strategy, with 'Mathematical understanding' as one of the six key areas of learning that students will focus on.
I would like to thank ACME for helping Sir Jim throughout his review.
I know that some of you in the audience have been critical about our approach, and I know that the recent Dispatches programme was critical about primary mathematics education.
But I am confident that it's the right one to take.
Over 70% of teachers, parents, pupils and education experts we asked about the new curriculum said it would give students a sound education.
And, importantly, children at primary school will be able to appreciate mathematics for its own sake, not just to see it as a set of facts and skills to be learnt.
The new curriculum rightly places an emphasis on teaching for understanding about mathematics and its major role in peoples' lives as well as teaching them how to do mathematics.
And the reason I'm so confident is that teachers have more flexibility to teach in interesting and original ways, to provide more 1:1 support, and to demonstrate the very real relationship between mathematics and the real world, drawing on its links with other areas like history, science and I.C.T.
So learning maths won't just be about learning multiplication tables, although they are important, it will show how mathematics helps prove scientific facts.
And we continue to fund that innovation in our primary workforce through our Mathematics Specialist Teacher programme.
I launched it last year, and it was great to see and meet some of the teachers involved in the programme.
Teachers will enrol in a new two-year part-time Masters level qualification to improve their understanding of mathematics, to learn new ways to teach primary students and develop skills to coach other teachers.
Mathematics Specialist Teachers will act as maths champions, enabling whole school improvement in mathematics teaching to improve pupil engagement, confidence and achievement.
Our aim is to train 13,000 mathematics specialist teachers over ten years, providing every Primary School with access to a mathematics specialist by 2019.
The first selection of teachers undertaking this two year programme started in January, and I look forward to seeing the impact they have on students' learning.
I am also delighted to announce £11.8 million in new funding to secure the recruitment of over 1500 more mathematics specialist teachers in 2010/11.
These specialist teachers will continue to transform the way mathematics is taught in our primary schools and contribute to an increasingly professional workforce.
TESTING
And it's because of mathematics fundamental importance that we need to continue to assess the achievement of pupils at the end of primary school education.
I know that members of ACME and my Department don't always share the same opinions on this.
But, like the Expert Group on Assessment made clear, removing all externally marked key stage 2 tests would represent a step backwards, both for pupils learning and for school accountability.
But because we're clear that for the system to constantly improve, it cannot be set in stone.
This is why we're continuing our pilot of single level tests, and results from these will be published as part of the Achievement and Attainment Tabless for the first time this year.
And, like ACME, we agree there should be more focus on teacher assessment. That's why we're overhauling the way schools are held to account by putting more emphasis on teacher assessment and by introducing the new school report card.
I very much welcome ACME's involvement in the development of this new, more comprehensive way of measuring a schools' achievement and attainment.
SECONDARY SCHOOL
So - we are supporting more students to get a good grounding in mathematics and an appreciation of its importance by the time they leave primary school.
This is so very important for them to move forward in mathematics in secondary school and it's vital that we continue to develop this grounding throughout their time in secondary school.
And whilst the TIMMS report highlighted our great achievements in secondary mathematics, it also showed that there has been a large drop in the number of children with positive attitudes towards it.
As part of our 14-19 reforms, we are introducing a new Maths GCSE in September, to which a key part of the qualification will be the use of 'functional mathematics'.
It will allow students to understand how what they're learning in the maths room will translate in the office, the production studio or the engineer's bench.
We expect schools will want to give pupils the opportunity to take a separate stand alone functional skills assessment in addition to their GCSE.
But we want to go even further and be in a position to challenge those students who want more from their maths education.
That's why we are also piloting the new linked pair mathematics GCSE from September.
They will provide greater depth and challenge for those young people who want it.
I'd like to take this opportunity to thank ACME for supporting the QCDA in developing this qualification and I hope they continue that support through out the pilot period.
There will be a full independent evaluation of the pilots in 2015, looking at how well the new qualifications meet the needs of a diverse range of learners, and their implications for teaching and learning
And we're also helping to engage more students in mathematics with the growth of after school STEM clubs.
Last year I was at the launch of the STEM Club network - a website that provides support to teachers to set up their own STEM club and gives them source material to engage all secondary school children in Mathematics.
I saw many young people talk about how taking part in interesting exercises in the STEM club with friends and teachers had helped them to understand their school work better.
For example, the trips that children in County Durham took to the Challenger Space Centre in Arizona helps bring learning to life for students.
MORE SUPPORT FOR STUDENTS
This brings me on to my next point - building student confidence and giving them extra support to help them progress in their studies.
The reason why the uptake of STEM clubs has been so widespread is because they make learning about maths engaging and fun in a personalised way.
They help students to think for themselves and develop their understanding of mathematics.
We want this type of support to be more widespread throughout education.
Because we know that some students need more support than others to build up that essential grounding in mathematics from an early age.
That's why we are rolling out our Every Child Counts programme nationally later this year, as part of Sir Peter Williams Review of Primary Mathematics.
It aims to support those 6 and 7 year olds who are amongst the lowest achievers improve.
In its first year, it showed that pupils had made an average of 13.5 months progress with just 20 hours of specialist one to one and small group tuition.
That's four times the normal rate of progress.
And the teachers are truly innovative in their approach - one helped a young girl, who was described as a 'maths-phobic', by getting her to sort out tuck for the school's daily breakfast club.
With its roll out this year, it will help 30,000 6 and 7 year olds raise their achievement levels and prove to the 'maths-phobics' that there is nothing to be scared of.
CHILDREN SCHOOLS AND FAMILIES BILL
As you may have heard, last week our Children, Schools and Families bill has completed its passage through the House of Commons and will have its second reading in the House of Lords shortly.
Contained within that bill are specific measures that will ensure that young people receive the right support to get an excellent mathematics education.
From this September, we want every pupil aged seven to eleven, who has fallen behind national expectations and not making good progress, to receive one-to one tuition in mathematics to get them back on track.
We want every pupil beginning secondary school from this September who is behind national expectations in mathematics to receive one-to-one tuition or small group support.
We want eligible pupils to be entitled to a progress check by the end of year 7 so that pupils and parents understand how a pupil has progressed.
We also want pupils who are falling behind their peers in Maths at key stage 1 to be entitled to extra one to one and small group support to help them progress and catch-up with their classmates.
Of course, the people who will be supporting our students, and are ensuring that young people's Mathematics results continue to improve, are the excellent mathematic teachers across the country.
SUPPORT FOR TEACHERS
This brings me on to my last point - what we are doing to support the mathematic workforce.
The Royal Society's former president, Sir Isaac Newton, once famously wrote that "If I have seen a little further, it's by standing on the shoulders of giants".
What he meant was that he built his - literally world-changing - findings on the laws of motion and universal gravitation from other notable scholars before him. He progressed with the help of his mentors.
The mathematics teachers across the country are the shoulders that our students see a little further from, and we want to help them to support their students.
That's why we have asked the Training Development Agency to pilot a mentoring programme aimed at newly qualified teachers, so that they get the help and advice they need to engage with their students, by developing their teaching methods through help and support from more experienced colleagues.
The TDA are also running The Mathematics Development Programme for Teachers.
This gives those that are secondary teaching maths, but do not have a degree in mathematics, to gain the deep subject knowledge and pedagogy they need to teach it more effectively in their class.
The National Centre for Excellence in the Teaching of Mathematics is now firmly established providing teachers with access to good quality professional development opportunities and also with the tools they need to assess their development needs.
And there are a number of incentives and programmes that are already up and running to boost the number and quality of teachers.
Among these are the training bursaries of £9,000 for mathematics postgraduate trainee teachers, followed by a taxable £5,000 golden hello at the start of their second year of teaching.
And the number of new Mathematics teachers is incredibly promising. Over 2,900 mathematics trainees are expected to start initial teacher training this year exceeding the target by 8 per cent.
FUTURE AND CONCLUSION
As we wait for those teachers to come into our schools we have a lot of important work ahead of us.
You may have heard last week that the Prime Minister announced a new objective to ensure our place among the very best in mathematics education.
That is by 2015, we will be in the top five in maths out of all OECD countries. This is a stretching commitment but one we think is wholly achievable given all that we are doing.
I look forward to working with all of you to make that vision a reality over the next 5 years.
So, to sum up, mathematics is a crucial tool for our young people to have and a key life skill ready for the world of work.
Instilling a love of mathematics early on in education, capturing young people's enthusiasm and talent for the subject will help more students ready for that world.
By investing in innovative teaching methods and our great workforce, we can support every student to get a great mathematics education, and not just the lowest common denominator.
Only by doing this can this country stay on the forefront of scientific and technological development.
By working together, I know we can create a first class workforce, that is fluent in mathematics and can use it throughout their lives.
I look forward to working more with ACME in the future and having the opportunity to 'talk maths'. Thank you.
Contact Details
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