The Future of Mathematics Education in Scotland
A Position Paper on Raising Attainment in Schools
Introduction
The Scottish Mathematical Council (SMC) was set up in 1967. According to its Constitution
The main objects of the Council shall be to foster and improve mathematical education at all levels and to encourage advancement and application of mathematics throughout Scotland.'
Further, among the functions of the Council listed in the Constitution is
'the giving of advice on curricula, syllabuses, examinations and other subjects of mathematical interest'.
The SMC has 16 members drawn from primary and secondary education, further and higher education, teacher education institutions, advisers, HMI and the world of industry and commerce. The SMC is the only mathematical body based in Scotland with such a wide membership. The Council is therefore particularly well qualified to survey the scene in mathematical education in Scotland at the dawn of the new Scottish Parliament a$ the new Millennium.
Discussion
1. Shortcomings in the present system have received wide publicity and have generated lively debate in the media during recent months. The poor performance of Scotland in the Third International Mathematics and Science Survey (TIMSS) has attracted much attention. Another worry is the apparent decline in mental ability in mathematics between P7 and S2 as reported in the 1997 Assessment of Achievement Programme (AAP).
2. The last few years have seen a large number of in itiatives in all aspects of education, and particularly in mathematics. Indeed there have been so many that teachers could be said to be suffering from 'initiative fatigue'.
3. The HMI report 'Improving Mathematics Education: 5-14' makes various recommendations which have commanded wide support. However, it is felt that a vacuum exists and that the recommendations need to be broadened out considerably to tell teachers how to achieve the desired results.
4. To implement these initiatives teachers need considerable support and adequate resources. It has been suggested that at present there is
'too much pushing, not enough leading'
from the top.
5. There is no direct analogue in Scotland of the National Numeracy Project south of the border. Nevertheless, good work is be ing done at certain levels. In particular, the various Early Intervention Schemes seem to be producing encouraging results.
RECOMMENDATIONS
6. There should be no fresh initiatives for the next few years.
7. The implementation of existing initiatives needs to be co-ordinated on a national basis with far greater level$ support and resources.
This should be effected by means of a full-time Task Force of at least 6 people, specifically appointed, with national responsibilities.
8. Led by a National Co-ordinator, the Task Force should consist of specialists who, between them, cover the whole age range from nursery to upper secondary.
9. The Task Force should be responsible for all necessary in-service training. There must be NO CASCADING. It is not enough to train trainers. Every mathematics teacher should receive training DIRECTLY.
Further Discussion
10. These recommendations would ensure maximum benefit from existing initiatives. In addition, the creation of a Task Force would facilitate
the identification and dissemination of good practice.
The implications for raising of attainment among pupils are obvious.
11. To implement the required training, use could be made of PAT hours or closure days. In this case, at least one extra day should be set aside for the next two years. An alternative would be to make money available to pay teachers to attend training courses on Saturday mornings.
12. As well as conducting training, the Task Forces hould be responsible for coordinating centrally produced materials. The model used in the development of Higher Still has much to commend it. The 5-14programme in particular could benefit from a similar approach.
13. For the production of materials mentioned in 12. above, the Task Force might commission groups of 5 or 6 teachers who would work under the direction of the National Co-ordinator or a Development Officer.
Concluding remarks
With the start of a new era in the political life of Scotland, the SMC has a unique role to play with regard to mathematical education in Scotland. It is hoped that the items mentioned above will be of interest and will foster constructive debate. Other topics will be considered on another occasion.
If you wish to discuss the contents of this paper further, please do not hesitate to contact me.
Professor A. C. McBride, OBE
Chairman
The Scottish Mathematical Council