MATH
Turning theory into practice
What we know
(and positive) feedback on the materials contrast, in the Bowland case studies the
(see, for example, the Bowland community students engaged with the contexts and
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Process skills for students aged 11-14 on the NCETM website – www.ncetm.org.uk). then discovered that they needed to use
years are important and can be taught mathematics to solve the problems.
”

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Bowland materials help students to learn Student comments
about thinking and problem solving Students clearly love the problems – many
“
We were about to begin work on
enlargement and I asked [my class] what
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This new style of learning is popular have told their teachers that they now think they remembered about the previous work
and effective with students and teachers math is more fun and interesting and that we had done on it [six months before] –
they learned more this way. Quotes from around the same time as we did Outbreak. It
Association and the UK Association of students: was quite an effort dragging anything out of
Teachers of Mathematics, as well as being them... I then asked who remembered doing
orchestrated by the UK National Centre for
“
I used to HATE math ….Doing this
project has rose (sic) my confi dence a lot Outbreak. A sea of hands went up; they
Excellence in the Teaching of Mathematics and I would love to do another project didn’t just remember that it was special and
(NCETM). using Bowland! I LOVE Math NOW. It’s the fun, they were also able to talk about their
best. I really wanted to be better at math use of angles and coordinates and working
Assessment materials and doing this has made me really happy out percentages and bearings, which they
The third foundation comprises assessment about it.
”
had found hard, but tackled successfully
materials, and scoring such assessments because they were doing it for a reason.
requires judgement. Bowland is currently
“
You get your brain thinking with all the
sorts of problems and questions, which Using [Bowland’s] Outbreak clearly had a
developing about 40 such tasks, each to is good because then you improve your positive effect both on their enjoyment and
be presented with extensive examples of mathematical skills.
”
on their understanding of mathematics.
”

students’ work. These should be available [paraphrased]
on the web early in 2010. A little later, there
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We did more group work and got more
work done.
”
So, while it is too soon to assess impact,
will be two further professional development early signs are very positive.
modules specifi cally for assessing process
“
It was fun. I learned more than usual.
”
skills. Teacher comments About the author
Teachers also seem to enjoy the new A math graduate from Cambridge,
Outcomes – so far approach – many saying that the rewards are Quentin Thompson taught in schools,
It is, of course, too soon to assess the well worth the preparation time: worked in government, and was a policy
impact on the original goals (of changing
attitudes and so performance in math).
“
This new style of teaching is one I’ve been adviser in the Cabinet Offi ce, UK. He
yearning for. The materials that Bowland subsequently headed, for 20 years, the
Bowland is planning to survey usage late in have developed are fresh and exciting.
”
education practice in a consultancy fi rm.
2009, which will start to consider impact.
Meanwhile, there has been much individual
“
Usually students’ work starts with He now advises the Bowland Trust on their
mathematics, in a context or otherwise. By math project.
fall 2009 Better: Evidence-based Education 19
Better(US) Fall09.indb 19 14/10/09 13:05:28
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