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Music Learning and Mathematics Achievement: a Real-World Study in English Primary Schools
Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Supervisor: Dr Linda Hargreaves This final thesis is submitted for the degree of Doctor of Philosophy. Faculty of Education University of Cambridge October 2018 Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Abstract This study examines the potential for music education to enhance children’s mathematical achievement and understanding. Psychological and neuroscientific research on the relationship between music and mathematics has grown considerably in recent years. Much of this, however, has been laboratory-based, short-term or small-scale research. The present study contributes to the literature by focusing on specific musical and mathematical elements, working principally through the medium of singing and setting the study in five primary schools over a full school year. Nearly 200 children aged seven to eight years, in six school classes, experienced structured weekly music lessons, congruent with English National Curriculum objectives for music but with specific foci. The quasi-experimental design employed two independent variable categories: musical focus (form, pitch relationships or rhythm) and mathematical teaching emphasis (implicit or explicit). In all other respects, lesson content was kept as constant as possible. Pretests and posttests in standardised behavioural measures of musical, spatial and mathematical thinking were administered to all children. Statistical analyses (two-way mixed ANOVAs) of student scores in these tests reveal positive significant gains in most comparisons over normative progress in mathematics for all musical emphases and both pedagogical conditions with slightly greater effects in the mathematically explicit lessons. -
Higher Education Academy Subject Centres to Close
Media release 16 November 2010 For immediate release Higher Education Academy Subject Centres to Close The Council for the Mathematical Sciences (CMS) and the Heads of Departments of Mathematical Sciences (HoDoMS) note with regret the decision, recently announced by the Chief Executive of the Higher Education Academy (HEA) Craig Mahoney, to close the HEA's 24 Subject Centres, and in particular the Subject Centre for Mathematics, Statistics and Operational Research (MSOR). During its existence the MSOR Subject Centre has been and continues to be recognised by the university mathematics, statistics and operational research community as an extremely valuable contributor to improving teaching and the student experience. Widely appreciated initiatives have included the new lecturer course, postgraduate tutor training days and dissemination of good practice through the periodical MSOR Connections, and an annual conference. The CMS and HoDoMS support the HEA's commitment to maintaining its subject and discipline level work and would welcome the opportunity to work with the HEA to shape its subject level services in its new structure. The CMS and HoDoMS also hope that the HEA will use senior figures from within the mathematical sciences community to help it deliver its future agenda in MSOR. Dr Neil Challis, Chair of the MSOR Advisory Panel, commented, “We are sad to hear of the loss of the MSOR Subject Centre, and very anxious to understand what discipline focused support can be saved”. Professor Frank Kelly FRS, Chair of the Council for the Mathematical Sciences, added that, “The Council for the Mathematical Sciences, representing the main UK mathematical societies, regrets the loss of the Subject Centre for Mathematics, Statistics and Operational Research, which had been responsible for widely appreciated initiatives such as the new lecturer course. -
Chapter 1: Teaching Mathematics
TEACHING MATHEMATICS IN THE SECONDARY SCHOOL 00_CHAMBERS_FM.indd 1 23/01/2019 5:17:30 PM DEVELOPING AS A REFLECTIVE SECONDARY TEACHER SERIES The core textbooks in this series provide practical guidance and support to student teachers through their training and beyond. These comprehensive guides help trainee teachers develop a more reflective and critical approach to their own practice. The series offers students: • An introduction to national subject frameworks • Support on all aspects of subject teaching, including planning creative lessons, how to improve classroom performance, classroom management, differentiation and teaching strategies • Examples of good practice and teacher commentaries • A research-based section demonstrating M-level work • Critical and analytical reflection on practice They are essential reading for student teachers following school-based or university- based routes into teaching. Reflective Teaching and Learning in the Secondary School, second edition Edited by Sue Dymoke Teaching English Carol Evans, Alyson Midgley, Phil Rigby, Lynne Warham and Peter Woolnough Teaching Computing, second edition Carl Simmons and Claire Hawkins Teaching History Ian Phillips Teaching Science Tony Liversidge, Matt Cochrane, Bernie Kerfoot and Judith Thomas 00_CHAMBERS_FM.indd 2 23/01/2019 5:17:31 PM THIRD EDITION TEACHING MATHEMATICS IN THE SECONDARY SCHOOL PAUL CHAMBERS AND ROBERT TIMLIN 00_CHAMBERS_FM.indd 3 23/01/2019 5:17:31 PM SAGE Publications Ltd © Paul Chambers and Robert Timlin 2019 1 Oliver’s Yard 55 City Road First edition -
What Is Specific About Research in Adult Numeracy and Mathematics Education?
What is specific about research in adult numeracy and mathematics education? Diana Coben King’s College London, UK <[email protected]> Abstract After decades of neglect, adult numeracy and mathematics education are coming to be recognised as worthy of serious research but the area is beset by conceptual difficulties. Adult numeracy and mathematics may at last be ‘on the educational research map’, but where exactly are they on the map? This article explores the question of what is specific about research in adult numeracy and mathematics education. It reviews ways of conceptualising adult numeracy and mathematics education for research purposes and considers the implications of these conceptualisations for research and for the development of the field. Key words: conceptualisations, adult numeracy, mathematics education, policy, research, development frameworks Introduction In the latest International Handbook of Research on Mathematics Education, it is suggested that: • ….adult mathematics teaching and learning deserve attention in their own right; • practice and research in adult mathematics education demand a broad conception of mathematics that is not limited to specialized mathematics…; • there is a coalition of interests in the field across a wide spectrum of related or contributing disciplines; • there is a recognition that research must be closely linked with practice in a field where development and improvement in practice have priority status; and • the community of researchers is truly international... (FitzSimons, Coben, & O'Donoghue, 2003, p.117) The inclusion of an adult-focussed chapter in the International Handbook attests to the growing international recognition of the importance of research and development in this area. While most research about mathematics education focuses on children (Dossey, 1992), adult mathematics teaching and learning both deserve, and are beginning to receive attention in their own right. -
Individual Differences in Arithmetic: Implications for Psychology, Neuroscience, and Education/Ann Dowker
Individual Differences in Arithmetic Standards in numeracy are a constant concern to educational policy makers. However, why are differences in arithmetical performance so marked? In Individual Differences in Arithmetic, Ann Dowker seeks to provide a better understanding of why these differences in ability exist, encouraging a more informed approach to tackling numeracy difficulties. This book reviews existing research by the author and by others on the subject of arithmetical ability and presents strong evidence to support a componential view of arithmetic. Focusing primarily on children, but including discussion of arithmetical cognition in healthy adult and neuro-psychological patients, each of the central components of arithmetic is covered. Within this volume, findings from developmental, educational, cognitive and neuropsychological studies are integrated in a unique approach. This book covers subjects such as: • Counting and the importance of individual differences. • Arithmetic facts, procedures and different forms of memory. • Causes of, and interventions with, mathematical difficulties. • The effects of culture, language and experience. The educational implications of these findings are discussed in detail, revealing original insights that will be of great interest to those studying or researching in the areas of education, neuroscience and developmental and cognitive psychology. Ann Dowker is a University Research Lecturer in the Department of Experimental Psychology, University of Oxford. Individual Differences in Arithmetic -
Teaching and Learning Geometry 11-19 Report of a Royal Society / Joint Mathematical Council Working Group Teaching and Learning Geometry 11-19
JMC Teaching and learning geometry 11-19 Report of a Royal Society / Joint Mathematical Council working group Teaching and learning geometry 11-19 Contents page Preparation of this report v Chairman’s preface vii Summary xi 1 Introduction 1 2 Geometry and its teaching and learning 3 3 The place of geometry in the curriculum 5 4 The 11-16 curriculum 7 5 The development of the curriculum 9 6 Status and allocation of time for geometry 13 7 Geometry 16-19 15 8 The role of assessment 17 9 Teaching of geometry 19 10 Improving the take up of mathematics 21 11 Conclusion 23 12 References and glossary 25 Contents (continued) Appendix 1 The working group 27 Appendix 2 National and international contexts for mathematics 31 Appendix 3 Some recent government initiatives in education 35 Appendix 4 Expectations of geometry in education 37 Appendix 5 Geometry in history and society 41 Appendix 6 Geometry in the current 11-16 curriculum 45 Appendix 7 Geometry in the Key Stage 3 mathematics strategy 49 Appendix 8 Spatial thinking and visualisation 55 Appendix 9 Proof – ‘why and what?’ 57 Appendix 10 Examples of applications of geometry 65 Appendix 11 3-dimensional geometry 69 Appendix 12 Frameworks for developing schemes of work for the curriculum 75 Appendix 13 Integrated approaches to geometry teaching 81 Appendix 14 Bibliography and guide to resources 87 © The Royal Society 2001 Requests to reproduce all or part of this document should be submitted to: Education Manager The Royal Society 6 Carlton House Terrace London SW1Y 5AG Preparation of this report This report has been endorsed by the Council of the Royal Society and the JMC. -
Mathematics: Shaping Australia Proceedings of the Eighteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc
Proceedings of the Eighteenth Biennial Conference of The Australian Association of Mathematics Teachers Inc. 15–19 January 2001 Australian National University, Canberra ACT Mathematics: Shaping Australia Proceedings of the Eighteenth Biennial Conference of The Australian Association of Mathematics Teachers Inc. © The Australian Association of Mathematics Teachers Inc. 2001 ISBN 1 875900 47 0 Published by The Australian Association of Mathematics Teachers Inc. GPO Box 1729 Adelaide South Australia 5001 Telephone (08) 8363 0288 Facsimile (08) 8362 9288 Email [email protected] Internet http://www.aamt.edu.au All papers in these proceedings were subject to a blind review process. Mathematics: Shaping Australia Contents PAPERS No More (Red-Pen) Marking!............................................................................................ 8 Tony Allan Learning about Learning in Mathematics ...................................................................... 15 Anna Austin Mathematics Education in Thailand: From Kindergarten to Graphics Calculators .................................................................. 29 Nittayaporn Bunyasiri and Peter Jones Unsolved Problems and the Mathematics Challenge for Young Australians............. 38 John Dowsey and Mike Newman I Can Do Maths Too — Count Me In! ............................................................................. 45 Rhonda Faragher Reading the World with Math: Goals for a Criticalmathematical Literacy Curriculum....................................................................................................................... -
Application of Number. Teaching and Learning. INSTITUTION Learning and Skills Development Agency, London (England)
DOCUMENT RESUME ED 473 200 CE 084 455 AUTHOR Bove, Francis TITLE Application of Number. Teaching and Learning. INSTITUTION Learning and Skills Development Agency, London (England). SPONS AGENCY Department for Education and Skills, London (England).; European Social Fund, Dublin (Ireland). ISBN ISBN-1-85338-823-8 PUB DATE 2003-00-00 NOTE 54p.; Part of the Key Skills Support Programme. AVAILABLE FROM Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1347; 5 British pounds). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/ PDF/1347.pdf. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC03 Plus Postage. DESCRIPTORS Postsecondary Education; Academic Achievement; Academic Standards; Adult Educators; Adult Students; Arithmetic; Basic Skills; Beginning Teachers; Behavioral Objectives; College Students; Computation; Core Curriculum; Course Content; Curriculum Guides; Developed Nations; Educational Needs; Educational Objectives; Employment Opportunities; Employment Potential; Estimation (Mathematics); Foreign Countries; High School Students; Instructional Materials; Job Skills; Learning Activities; Learning Strategies; *Mathematical Applications; Mathematical Concepts; Mathematics Achievement; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Mathematics Materials; *Mathematics Skills; Mental Computation; Minimum Competencies; Nontraditional Students; *Number -
LMS Annual Review 2012-2013
LONDON MATHEMATICAL SOCIETY ADVANCING MATHEMATICS ANNUAL REVIEW 2012-2013 WELCOME FROM THE PRESIDENT Over the past year the Society has developed the foundations of its future strategy as well as continuing to engage with government, industry, academia, and the wider STEM community. We are committed to meeting the demands both of our members and of the mathematical sciences as a whole, and to do About the LMS this as well as possible we have been working to formulate strategic priorities to guide us as we The London Mathematical Society undertake our various activities: communicating (LMS), founded in 1865, is the UK’s and advancing mathematical knowledge, learned society for mathematics. promoting research in all areas of mathematics, The Society has as its purpose publicising its benefits, and at the same time the advancement, dissemination ensuring the long-term sustainability of the and promotion of mathematical mathematical research community. knowledge in the UK and worldwide. We have a vital role as an influential independent The Society’s main activities voice in issues concerning both research and include publishing journals and education, with a new landscape for higher education and the development books, providing grants to support of a new National Curriculum dominating the agenda. Contributing the mathematics and organising scientific expertise of our members in these areas will always enhance the Society’s meetings and lectures. The Society reputation. The Deloitte report on the economic benefits of research in the also engages with government mathematical sciences, published jointly by the Council for the Mathematical Sciences (CMS) and EPSRC, is a seminal document that has been well and other national policy makers received by government, industry, academia and the wider mathematical on mathematics education and sciences community. -
Adult Numeracy: Review of Research and Related Literature
Research Review Adult numeracy: review of research and related literature Diana Coben, University of Nottingham with contributions by: Dhamma Colwell; Sheila Macrae; Jo Boaler, Margaret Brown and Valerie Rhodes; King’s College, London November 2003 This report is funded by the Department for Education and Skills as part of Skills for Life: the national strategy for improving adult literacy and numeracy skills. The views expressed are those of the author(s) and do not necessarily reflect those of the Department. Published by the National Research and Development Centre for Adult Literacy and Numeracy This report may be downloaded as a PDF document from the NRDC website at www.nrdc.org.uk We welcome feedback on the content and accessibility of this publication. This should be sent to: Publications NRDC Institute of Education 20 Bedford Way London WC1H 0AL. Telephone: +44 (0)20 7612 6476 Fax: +44 (0)20 7162 6671 email: [email protected] ISBN 0 9546492 0 6 © Crown Copyright 2003 Extracts from this publication may be used or reproduced for non-commercial, research, teaching or training purposes on condition that the source is acknowledged. NRDC is a consortium of partners led by the Institute of Education, University of London (see back cover for a list of members) and is part of the Bedford Group for Lifecourse and Statistical Studies at the IoE. www.ioe.ac.uk/bedfordgroup Design: chapmandesign Photography: Phillip Meech Print: Bradell Adult numeracy: review of research and related literature Diana Coben, University of Nottingham with -
Some Successful Strategies for Promoting Mathematics in England
some successful strategies for promoting mathematics in England Professor Celia Hoyles OBE London Knowledge Lab, Institute of Education, University of London, U.K & Director of the National Centre for Excellence in the Teaching of Mathematics Goals of Government 1. to raise standards In mathematics: • internal performance tables from tests at 7, 11, (14)& 16 • TIMSS, PISA, and adult numeracy AND more recently 2. to increase participation in mathematics post-16 to achieve BOTH need • more success in mathematics and • positive attitude to mathematics & appreciation of the point of mathematics • for itself • as a tool in other subjects • for its ‘exchange value’ for individual future careers and for the country target for 2014 set in 2005/6 A level entries (specialist mathematics examination, 18years) Prov Some history: giving mathematics a policy voice ACME The Advisory Committee on Mathematics Education (ACME) was established in 2002 to act as a single voice for the mathematical community, seeking to improve the quality of education in schools and colleges Set up by the Joint Mathematical Council of the UK and the Royal Society (RS), with the explicit support of all major mathematics organisations ACME advises Government on issues such as the curriculum, assessment and the supply and training of mathematics teacher 4 7 members including teachers: part time Chair, Fellow of RS Some interventions: promoting Active Learning post-16 Numbers with more digits are The square of a number is greater in value. greater than the number. incorporating discussion & When you cut a piece off a In a group of ten learners, the the need to shape, you reduce its area and probability of two learners perimeter. -
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90 °^''°^jjJj||||j| '1 f I • Copyright statement: This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation firom the thesis and no information derived from it may be published without the author's prior consent. 1 Interactive teaching in the National Numeracy Strategy: tensions in a supportive framework by NICHOLAS MALCOLM PRATT A thesis submitted to the University of Plymouth in partial fulfilment for the degree of DOCTOR OF PHILOSOPHY Faculty of Education University of Plymouth Library Item No.^ ^ A Item on Hold Interactive teaching in the National Numeracy Strategy : tensions in a supportive frameworl< / by Nicholas Malcolm Pratt. Pratt, Nicholas Malcolm. 372.72 PRA ^/10/2011 LIBRARY. Nicholas Malcolm Pratt Interactive teaching in the National Numeracy Strategy: tensions in a supportive framework Abstract This thesis is an exploratory study of teachers' and children's understandings of the National Numeracy Strategy, and of interactive whole class teaching in particular. It starts by identifying aspects of the Strategy that are of significance to teachers and develops these by detailing the challenges that face them in teaching in this way. Data are collected by means of interviews and classroom observations, progressively focusing the study. In particular, the way in which teachers and children understand the role of discourse in whole class discussion is examined. This understanding illuminates a tension between the rhetoric of the Strategy, which appears to promote a view of learning that is based firmly on negotiation of meaning through discourse, and its practice, which is seen to be little different from forms of pedagogy that have preceded it.