CMTP: Changes in Mathematics Teaching Project

• Home
• The schools
  • School details
  • Teachers & departments
  • Students
  • Teaching
• The students
  • The sample
  • Interview outcomes
    • Discussing mathematics work
    • Discussing mathematics work (details)
    • Doing mathematics at home
    • Doing mathematics at home (details)
    • Displaying mathematical behaviour
    • Displaying mathematical behaviour (details)
    • Feelings about mathematics
    • Feelings about mathematics (details)
    • Activities in class
    • Activities in class (details)
    • What has changed since last year?
    • What has changed since last year? (details)
    • Writing in lessons
    • Writing in lessons (details)
    • Student self-assessment
    • Student self-assessment (details)
• Analysis
  • Details
• Getting started
  • The decision to change
  • Initial planning (summary)
  • Initial planning (details)
  • Teachers' understanding of aims
  • Later planning (summary)
  • Later planning (details)
  • What the first year felt like for teachers
  • What the first year felt like for teachers (details)
• How the departments worked
  • Methods of working together (summary)
  • Methods of working together (details)
  • What teachers said (summary)
  • What teachers said (details)
  • Mathematics
    • Talking about mathematics (summary)
    • Talking about mathematics (details)
    • Discussion about specific topics (sample tasks)
    • Issues about subject knowledge (summary)
    • Issues about subject knowledge (details)
  • Pedagogic issues
  • Teaching groups
  • Whole school issues
  • What is not discussed in department meetings
  • Being HoD and making change
  • Being HoD and making change (details)
• Department organisation and practice
  • Coping with school management issues and policy
  • Coping with school management issues and policy (details)
  • Groupings and reasons for groupings
  • Groupings and reasons for groupings (details)
  • What teachers said about their classes
  • Curriculum aims
  • What teachers said about the aims
  • Purposes and effects of assessment
  • Purposes and effects of assessment (details)
• Talk about teaching mathematics
  • Talk about access
  • Talk about mathematical habits
  • Challenge standard methods
  • Talk about learning
  • Learning from 'parallel' lessons
  • Talk about reasoning
  • Talk about the details of words
  • Talk about tools
  • Talk about writing
  • Talk about methods
  • Other things said about teaching PLAS
• Changes in teaching over three years
  • Changes about tasks
  • What new teachers said
  • What experienced teachers said
  • What all teachers said
  • Changes of responsibility in classrooms
  • Positive relationships in classrooms
  • Disagreements about the project
• What was the teaching like?
  • What teachers said about the tasks they set
  • What teachers said about the aims and purposes
• What were lessons like?
  • What were lessons like? (details)
  • Public writing in lessons
  • What writing were students asked to do?
  • What ideas were emphasised?
  • What was said about what is important?
  • Task types used
  • Questions and prompts
  • How did teachers help students?
  • What sort of questions were asked and answered quickly or slowly?
  • How did teachers use questions and tasks?
  • How were right answers dealt with?
  • How were wrong answers dealt with?
  • What habits have been established?
  • How were ideas shared?
  • How was discussion managed?
  • Strategies to support independent learning
  • Lesson structures
  • Lesson structures (details)
  • Observations about lesson comparison
• Videos
  • Clips
    • Adam
    • Brett
    • Billy
    • Tim
    • Fiona
    • Margaret
    • Sam
    • Jamie
    • Manori
  • Engagement and relationships
  • Generating inclusive discussions
  • Ways of working and learning mathematics
  • Using students' ideas to shape the lesson
  • Focusing on key mathematical ideas
  • Making the mathematics harder
  • Example use
  • Standard confusions
  • Tool use
• Results
  • KS3 results: figures for level 5+
  • KS3 results: progress of PLAS
  • Discussion of results
    • Spenser
    • Lawrence Sterne
    • Field Harrow
  • Rationale for using KS3 tests as data
• What made a difference?
  • What made a difference? (Details)
• Glossary

Pages in this section:

• Coping with school management issues and policy
• Coping with school management issues and policy details
• Curriculum aims
• Purposes and effects of assessment
• Purposes and effects of assessment details
• Reasons for grouping
• Reasons for grouping details
• What teachers said about aims
• What teachers said about their classes