Home / How the departments worked
How the departments worked
In all schools administrative matters were dealt with largely by email, memoes, and delegated responsibility.
CMTP: Changes in Mathematics Teaching Project
- Home
- The schools
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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
- Getting started
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How the departments worked
- Methods of working together (summary)
- Methods of working together (details)
- What teachers said (summary)
- What teachers said (details)
- Mathematics
- 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)
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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
- Changes in teaching over three years
- What was the teaching like?
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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
- Results
- What made a difference?
- Glossary
