[Maths-Education] Draft Key Stage 3 Framework for teaching mathematics

[Maposa]

I wonder whether I can have access to the framework. I am in charge of the
methods course for pre-service teachers.
-----Original Message-----
From: Jim D.N. SMITH(EDS) <D.N.Smith@shu.ac.uk>
To: L&N@cfbt-hq.org.uk <L&N@cfbt-hq.org.uk>;
maths-education@nottingham.ac.uk <maths-education@nottingham.ac.uk>
Date: Thursday, November 09, 2000 2:11 PM
Subject: [Maths-Education] Draft Key Stage 3 Framework for teaching
mathematics


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>In relation to draft Key Stage 3 Framework for Teaching Mathematics.
>
>In broad terms I welcome the introduction of this framework.  In my
>previous role as head of mathematics department, I might well have found
>the framework rather restrictive, and regarded it as undermining my
>professional autonomy.  However, in my role as subject leader for a PGCE
>secondary maths course I can see many benefits for initial trainees in the
>framework.  For example, two weeks ago I asked the students on our current
>course to bring in schemes of work from their placement schools.  These
>were enormously varied, and some of them were of an exceptionally high
>standard.  Unfortunately, some of them were not and relied overmuch upon
>published textbooks.  In one case there simply was no scheme of work
>available to student teacher as the department was in the process of
>changing from one textbook to another.
>
>I look forward to being able next year to introducing the framework.  I
>should be able to tell students that host departments in schools will
>either be working to the framework very closely, or have developed their
>own ideas within the framework, or be elaborating and extending the
>framework.
>
>I also welcome the general emphasis on direct teaching, and upon engaging
>the class in purposeful discussion and fruitful activity.
>
>My only concern remains the worry that by using the framework to raise
>standards of the weakest departments, we may unnecessarily restrict the
>professional autonomy of high achieving mathematics teachers. In the
>long-term, this may make the job less attractive to high-quality recruits.
>
>
>Jim D N Smith BSc MEd BA
>Mathematics Education Centre
>School of Education
>Sheffield Hallam University
>36 Collegiate Crescent
>Sheffield
>S10 2BP
>
>http://www.shu.ac.uk/schools/ed/teaching/dns/
>http://www.shu.ac.uk/schools/ed/centres/ma.html
>
>0114 225 2349 desk
>0114 225 2339 fax
>
>d.n.smith@shu.ac.uk
>
>Common-sense is unexamined theory.
>
>
>
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