Argyll and Bute Council: Mathematics across the curriculum
Project objectives
The overall aims of the project were to:
- audit numeracy/mathematics across the school
- research similar projects
- develop a common approach to the teaching of numeracy/mathematics both within the Mathematics Department and across the school
- provide guidance on the correct use of mathematical language.
Key findings
The project was led by three members of the Mathematics Department, who met regularly to discuss the way forward and assess progress made. All members of the Mathematics Department were kept informed and invited to contribute to the development of the project. Close links were established with every other department, with one of the three lead members meeting with a representative (normally the PT) of each department on a one-to-one basis.
An open mathematical checklist/questionnaire was devised and distributed to all departments two or three weeks before the arranged meeting. It was decided that a visit to each department would be more beneficial than simply asking for a written response. The questionnaire was constructed in a way that would encourage open discussion and ensure that all departments felt ownership of the project findings/conclusions.
Numerical/mathematical topics taught in each department (and timing of teaching) were identified and the agreed audit returns were collated and common topics identified. Departments were also asked to highlight any issues relating to particular topics.
The Mathematics Department met on a number of occasions to consider the collated responses from departments. This was followed up by devoting a full in-service day in February, involving all members of the department, to agreeing on the approach to be taken with regard to the production of materials. Documents were drafted detailing the agreed methodology to be used within the Mathematics Department when teaching the most common topics identified in the audit.
These draft documents were discussed, amendments were made where necessary, and a consensus of opinion was reached. Copies of the agreed approaches were then sent to appropriate departments within the High School. Departments have been invited to comment on the detail of these documents with a view to identifying any potential refinements and establishing a whole school policy.
Benefits
The main benefits of carrying out this project were a raised awareness of the numerical/mathematical topics taught across the curriculum and the engagement of all departments in professional dialogue regarding the teaching of numeracy/mathematics.
The guidelines produced should ensure a common approach to the teaching of certain topics both within the Mathematics Department and across the school as a whole.
Problems in carrying out the project centred around a lack of supply teachers of mathematics, which made it difficult to free members of the lead group from appropriate teaching commitments. Finding a common time to discuss project details fully with colleagues from other departments was also problematic.
The impact of the implementation of the recommendations of this project will be measured by observing and monitoring classroom practice, and through teacher and pupil evaluation.
Future developments
The guidelines and documents produced will be presented at a future in-school in-service session and at an Argyll and Bute conference in November and December 2007. The contents of the project will be shared with all colleagues within the High School and with other colleagues within the authority. It is envisaged that the agreed approaches will be implemented within the Mathematics Department immediately and by all other departments (where appropriate) during session 2007/2008.
The production of classroom displays by way of banners and/or posters, for distribution to all departments within the school, will be included in next session’s Improvement Plan. Liaison with associated primaries on numeracy/mathematics teaching approaches is also proposed in the near future.
