This paper reports one part of the Increasing Confidence and Competence in Algebra and Multiplica... more This paper reports one part of the Increasing Confidence and Competence in Algebra and Multiplicative Structures (ICCAMS) project. The results of Phase 1, a survey of attitude and understanding in the areas of algebra and multiplicative thinking of students in grades 6-8, revealed specific areas of difficulty. Some of these are illustrated by test item results. Phase 2 involved working with teacher researchers and their grade 7 classes to explore ways of improving understanding in these areas of difficulty. Phase 3 of the project entailed the trialling of the resulting teaching activities in 15 schools. The activities incorporated formative assessment and rich tasks, involving multiple representations. Examples are given which relate to the described areas of weakness in the survey. Teachers say they have changed their ways of teaching and hopefully our results will also demonstrate that they have improved student understanding of these topics. Algebra; multiplicative thinking; form...
Abstract: This paper describes the innovative methods used for monitoring progression in learning... more Abstract: This paper describes the innovative methods used for monitoring progression in learning in a longitudinal study which combines large-scale survey and a linked smallscale case-study. The results include a generic model of progression and reasons for ...
Abstract This article reports on a study of 'Effective Teachers of Numeracy'funded by t... more Abstract This article reports on a study of 'Effective Teachers of Numeracy'funded by the Teacher Training Agency, examining the links between learning gains in numeracy with primary pupils and teachers' knowledge, beliefs and practices. From an overall sample of ...
An analysis of the grades obtained by the age-18 cohort who took A-level examinations in 1994, ma... more An analysis of the grades obtained by the age-18 cohort who took A-level examinations in 1994, matched with their results obtained at GCSE two years earlier, supports the idea that the ‘gap’ between GCSE and A-level is larger for mathematics than for English, except at the highest levels of attainment. The difference in the size of the gap is approximately
... in national tests at age 14, a pilot extension into Key Stage 3 (KS3) (Years 7 ... of entitle... more ... in national tests at age 14, a pilot extension into Key Stage 3 (KS3) (Years 7 ... of entitlement, although it replaced the notion of any appropriate curriculum by a single national but differentiated ... par with each other in terms of the basic grasp of English, maths and science' leading to ...
Mathematics education is influenced by many social and cultural forces and mathematics educators ... more Mathematics education is influenced by many social and cultural forces and mathematics educators are wise to be alert to emerging ideas outside maths education. This paper focuses on one such emergent idea as expressed in the recent book 'The essential difference: the truth about ...
This paper reports one part of the Increasing Confidence and Competence in Algebra and Multiplica... more This paper reports one part of the Increasing Confidence and Competence in Algebra and Multiplicative Structures (ICCAMS) project. The results of Phase 1, a survey of attitude and understanding in the areas of algebra and multiplicative thinking of students in grades 6-8, revealed specific areas of difficulty. Some of these are illustrated by test item results. Phase 2 involved working with teacher researchers and their grade 7 classes to explore ways of improving understanding in these areas of difficulty. Phase 3 of the project entailed the trialling of the resulting teaching activities in 15 schools. The activities incorporated formative assessment and rich tasks, involving multiple representations. Examples are given which relate to the described areas of weakness in the survey. Teachers say they have changed their ways of teaching and hopefully our results will also demonstrate that they have improved student understanding of these topics. Algebra; multiplicative thinking; form...
Abstract: This paper describes the innovative methods used for monitoring progression in learning... more Abstract: This paper describes the innovative methods used for monitoring progression in learning in a longitudinal study which combines large-scale survey and a linked smallscale case-study. The results include a generic model of progression and reasons for ...
Abstract This article reports on a study of 'Effective Teachers of Numeracy'funded by t... more Abstract This article reports on a study of 'Effective Teachers of Numeracy'funded by the Teacher Training Agency, examining the links between learning gains in numeracy with primary pupils and teachers' knowledge, beliefs and practices. From an overall sample of ...
An analysis of the grades obtained by the age-18 cohort who took A-level examinations in 1994, ma... more An analysis of the grades obtained by the age-18 cohort who took A-level examinations in 1994, matched with their results obtained at GCSE two years earlier, supports the idea that the ‘gap’ between GCSE and A-level is larger for mathematics than for English, except at the highest levels of attainment. The difference in the size of the gap is approximately
... in national tests at age 14, a pilot extension into Key Stage 3 (KS3) (Years 7 ... of entitle... more ... in national tests at age 14, a pilot extension into Key Stage 3 (KS3) (Years 7 ... of entitlement, although it replaced the notion of any appropriate curriculum by a single national but differentiated ... par with each other in terms of the basic grasp of English, maths and science' leading to ...
Mathematics education is influenced by many social and cultural forces and mathematics educators ... more Mathematics education is influenced by many social and cultural forces and mathematics educators are wise to be alert to emerging ideas outside maths education. This paper focuses on one such emergent idea as expressed in the recent book 'The essential difference: the truth about ...
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Papers by Margaret Brown
Brown, M. and White, J. ‘An Unstable Framework – critical perspectives on The Framework for the National Curriculum’ New Visions for Education Group
http://www.newvisionsforeducation.org.uk/2012/04/05/an-unstable-framework/
Brown, M. and White, J. ‘An Unstable Framework – critical perspectives on The Framework for the National Curriculum’ New Visions for Education Group
http://www.newvisionsforeducation.org.uk/2012/04/05/an-unstable-framework/