MATH
Turning theory into practice
Bowland math:
turning theory
into practice
Quentin Thompson outlines the Bowland math initiative which
as well. Each Case Study requires using
aims to help students develop (and teachers teach) math
imagination, reasoning, making multiple
links, and communicating. The excitement of
skills of thinking and problem solving
the math is in seeing how it helps to makes
sense of the problem and so help to solve it
– sometimes as something of a surprise!
“BRITAIN IS NOT GOOD ENOUGH AT MATH.”
This was the Bowland Trust’s starting
Using and applying are
So far, there are 18 Case Studies,
developed by a variety of organizations,
point for its math initiative. The fi rst step arguably some of the most each one trialed in several schools. They
was to establish the stage (between pre-
interesting aspects of math,
include:
kindergarden and post-doctoral) which
●
was most critical in terms of developing
so when they are not well
Exploring cost effective ways to reduce
road accidents in a town;
the nation’s mathematical abilities. The
taught – if at all, no wonder
●
Investigating where hostile aliens have
conclusion was clear: Key Stage 3 – the
students fi nd the subject
landed, fi nding a means of escape and
equivelant of middle school in the U.S. then rescuing their teacher;
The fi rst years in middle school math no
boring: they see neither
●
Designing a new healthy “smoothie” fruit
longer makes intuitive sense. Helping all
what it is for, nor, more
drink based on a survey of tastes
students to succeed at this point and to
maintain positive attitudes towards math is
importantly at that age, what
●
Inter-galactic travel, trading various
goods; and
particularly important.
fun it can be ●
Examining ways to prevent the spread of a
virus outbreak.
Background improve their achievement. Motivation is all. Three more Case Studies will be available
Much of the teaching of math for students An important second purpose is to change shortly and a further half dozen or so around
aged 11-14 years tends to focus on “sums” teachers’ approach to teaching math. This the end of 2010.
– arithmetical or algebraic – equivalent requires: new curriculum materials; support
perhaps to teaching grammar in English. In for teachers with targeted professional Professional development
both cases, these building blocks are not development; and new types of assessment To support teachers with the pedagogical
what the subject is really about. materials. These are the three foundations of challenges of “open” problem solving,
However, unlike in English, math teaching the Bowland initiative. Bowland developed fi ve professional
for students aged 11-14 years (and aged development modules, built around similar
15-16 years) rarely gets past these building Curriculum materials but smaller problems, designed and tested
blocks. Nevertheless, “Using and Applying,” The curriculum materials are designed so by a consortium of experts. The modules
which covers some such broader aspects, that students see math in contexts that they cover issues such as tackling unstructured
has been part of the UK National Curriculum fi nd interesting and fun – they then see the problems, using questioning and reasoning,
since 1988. These are arguably some of the math as part of that fun. Consistent with the and managing collaborative work. Each
most interesting aspects of math, so when conclusions in other articles in this issue can be used by teachers for self-study or
they are not well taught – if at all, no wonder of Better (e.g., Slavin, Kyriacou), Bowland working in groups.
students fi nd the subject boring: they see developed a series of larger problems (called As well as being on the web (www.
neither what it is for, nor, more importantly Case Studies), taking 3–5 lessons, which are bowlandmaths.org.uk), fi ve DVDs containing
at that age, what fun it can be. “open,” interactive, require students to think all the materials have been distributed free
and discuss ideas, and tend not to have right to schools in England – with the assistance
The aims of Bowland math or wrong answers. Most importantly, the of the National Strategies (professional
Bowland Math, an intiative supported by the problems are on topics that students of that development programs provided by the UK
Bowland Charitable Trust, aims to change age fi nd interesting – not necessarily from Government). Some additional training has
students’ attitudes about math and so the “real” world, but from fantasy worlds been provided via the UK Mathematical
18 Better: Evidence-based Education fall 2009
Better(US) Fall09.indb 18 14/10/09 13:05:24
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