Effective CPD in mathematics

last updated:August 2009

We chose this case study because it shows the importance of professional development for enabling teachers to make their planning and delivery of the curriculum more effective. The CPD in this example focused on enquiry-based teaching and learning of mathematics in Year 7.

Previously, the mathematics department had taught in a traditional way with textbooks featuring prominently. The CPD was led by the second in charge of the department in response to a perception that the highest attaining pupils were not being sufficiently stretched or interested by the maths curriculum as offered. The teachers used a lesson study approach which involved an in-depth look at a specific subject area – in this case factorising quadratic equations – and an analysis of how it was being taught and how pupils were learning. A second aim was to use the CPD opportunity to engage all members of the department in professional learning in terms of changing their beliefs and attitudes, as well as their practice.

What did the CPD involve?
The teachers worked together through a number of stages, including:

• designing a plan for an introductory lesson on the topic of factorising quadratics for a Year 9 class (this is earlier than the topic is normally introduced but the teachers felt it appropriate for the students involved)
• an introductory lesson taught by the CPD leader and videoed by another department member
• collaborative discussion of the video by the whole department who used it to revise their initial lesson plan in the light of the students’ responses, and
• trying out new approaches in the classroom.

Based on their analysis of the students’ responses, the teachers looked at their set of examples and questions and revised them. They discussed the responses the students had made in the videoed lesson and made suggestions about how the difficulties and misconceptions that had arisen might be addressed. Some time was devoted to predicting the students’ likely responses to the new suggestions.

A key aspect of the CPD was the use of video recording as a means of observing and critically reflecting on a particular lesson. Using video gave the teachers an opportunity to scrutinise closely the responses of the students. The role of the leader within the school-based CPD was important, particularly in relation to bringing in new ideas from research and development activities in mathematics from elsewhere. The involvement of the whole department was critical in supporting individuals in reflecting on, and changing their practice.

How did the CPD affect learning and teaching?
The teachers were successful in establishing a classroom culture that involved collaboration between the students. They gave the students open-ended tasks that offered students the opportunity of independently following different lines of enquiry and then explaining their investigations to each other.

There was evidence of students actively engaging in learning mathematics and being interested in and committed to the process. Students moved around the classroom to support each other and there was extensive talk about mathematics.
 
Teachers found asking more open questions and promoting discussion between students gave them much more insight into the students’ knowledge than a traditional approach would have done: 'You wouldn’t know that your pupils had this level of understanding without working like this'. Teachers commented on the shift in their focus, from their own teaching onto a focus on the students’ learning.

Reference:
Researching effective CPD in mathematics education