This report outlines a sustainable method of enhancing the teaching and learning of mathematics in the primary phase of education.
In the 21st century, an important goal of education is to develop individuals with a high level of mathematical proficiency which then supports future participation in employment and citizenship. Mathematical knowledge is fundamental to the understanding and development of science and technology as well as being applicable to many areas in the social sciences. It is vitally important for all countries in this highly competitive global economic environment, yet there are continued difficulties in developing a successful education system which supports all pupils to reach their mathematical potential.
There are many reasons for this in the UK (and many other countries with developed economies);
Some of these issues are complex and not easy to change even in the medium or long term. UK governments have responded with many short-term initiatives, some of which may result in immediate gains but which are not sustainable over a longer period, neither do they solve the fundamental problems.
Here we outline a sustainable method of enhancing the teaching and learning of mathematics in the primary phase of education. It is based on our experiences of implementing the ‘Mathematics Enhancement Programme’ (MEP) in primary schools in the UK but the recommendations for enhancement of primary mathematics are suitable for any implementation and change in the classroom and not just for MEP.
This edition of Successful School Leadership brings in the latest evidence and material to what has remained a popular publication. While the fundamentals of what drives successful school leadership remain the same, new evidence further supports the arguments put forward by Christopher Day and Pam Sammons back in 2016. The growing interest in system leadership that we have witnessed over the last five years also features in this edition, as does a reflection on the expanding body of international literature focused on school leadership in low-income contexts.
London schools continue to constitute an extraordinary ‘success story’. By common consent, the government school system in London achieves extremely good results compared to the rest of England, and students from disadvantaged backgrounds do particularly well.
This review examines a range of lesson observation frameworks designed for and used in the observation of teaching in mathematics.