Top Tweets for #RSACME2018
Final reflection on a day of mixed and fascinating conversations.... we all talk about mathematics as though it is fixed and a given. But are we all talking - and sometimes even agreeing - about the same thing? Or....
. .? #RSACME2018
Our Director of Education Josh Hillman is at #RSACME2018 today presenting on post-16 maths education. Follow the hashtag for updates.
And for the background - see our briefing paper on the state of play, challenges and ways ahead https://t.co/93LUVORxwr (PDF) https://t.co/lhK6e4a8WX
Josh Hillman from @NuffieldFound shows a graph looking at the relative likelihood of having a #maths degree vs English at KS3, 4 and 5
#RSACME2018
Paul Kett at @educationgovuk stresses the importance of high quality Professional Development. Perhaps measured through qualifications eg strengthening QTS. Is accreditation the only sign of quality? How measure the effect of CPD? Who measures and who reports? #RSACME2018
#RSACME2018 rhetoric bingo.....
Mastery
High performing jurisdictions
Advanced maths premium
Shanghai
Bursaries
.......
Should maths teachers be paid more? #RSACME2018
Paul Kett believes the GCSE resit policy has delivered but says there is more to do. #RSACME2018
Paul Kett asks mathematics educators to get behind mathematics teachers #RSACME2018 Can't help thinking this is the wrong diagnosis (DfE working on conditions and subject-specific career progression, anyone?)
@royalsociety #rsacme2018 @UoB_TE @uniofbeds Paul Kett, dfE. “It’s the teachers in the classroom that make the biggest difference to the learning of maths.” #applytoteach
Paul Kett DG for education standards at the DfE. #RSACME2018
How can any organisation or community committed to Mathematics for All ignore Core Maths? #RSACME2018
#RSACME2018 @annemathswatson mentions the elephant in the room. Are KS2 tests fit for purpose (progression to mathematics at secondary school). Anne thinks not. Hands up those who agree 🖐
Best question of the day from Anne Watson #RSACME2018 - is KS2 preparing students effectively for secondary mathematics
Amanda Spielman: more focus is needed on a coherent curriculum in mathematics; it is the subject that perhaps suffers the most from 'resources grabbed at random from websites' #RSACME2018
Paul Glaister asks are the current pathways appropriate for all young people? #RSACME2018
Dame Jill Matheson. It is unhelpful for politicians to say they aren’t good at maths. #RSACME2018
Schools shy away from saying one subject is one important than another. However, maths gives you a considerable advantage. Children may be ruling themselves out through lack of signalling. #RSACME2018
‘Getting as many marks as possible on a test is not the right focus’. @amanda_spielman speaking against reductionism in mathematics education #RSACME2018
@royalsociety @NuffieldFound #RSACME2018 Louise Archer outlines lessons on signalling from @ASPIRES2science research - signalling sensible but not sufficient: eg working class students use informal (hot) knowledge more, change the field not individual - eg perception innate cleverness needed, gatekeeping
Amanda Spielman of Ofsted. “I’m a maths person.” #RSACME2018
Even highly competent girls less likely to feel ‘good enough’ to specialise in Maths or Science #RSACME2018. Is 10% braver enough? @WomenEd @KerryJordanDaus @Stemettes @CCCUEdgeHub
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