There are 34 maths hubs in England. The hubs are regional centres for collaborative, school led development and improvement of maths teaching and learning. The hubs will lead and facilitate regional projects as well as develop local and regional partnerships. The aims of the hubs are to:
Improve levels of achievement
Increase levels of participation
- Improve attitudes to learning
- Close the gaps between groups
The hubs aim to provide support for teaching, leadership and curriculum in maths. Each hub works with around 500 schools across a specified district, although schools can work with any hub in England, depending on what they are offering. At the centre of the hub is the lead school and their strategic partners, who have a track record of excellence in mathematics. They then work with teaching schools to try and support the needs of the schools in the local areas. Each of the hubs has established a series of Work Groups that focus on a particular need identified.
There are three national collaborative projects.
1) Mastery pedagogy for primary mathematics 2
Use of high quality textbooks (linked to Singapore) to support teacher professional development and deep conceptual and procedural knowledge for pupils. This project will focus on trialling and evaluating the use of textbooks to support Mastery teaching in Year 1, with the intention that this is followed through to Year 2 next year.
2) Post-16 participation
Intensive project with priority schools and colleges working with Further Mathematics Support Programme and Core Maths Support Programme This project will focus on increasing participation in level 3 mathematics and will involve each Maths Hub working intensively with a targeted group of schools and colleges.
3) England –China project
In October 2014, two teachers from each of the hubs visited primary schools in Shanghai. The aim was to see what they might be able to learn from practice out there. Although there were some significant culture differences between England and Shanghai colleagues brought back many ideas that they were really excited to trial in classrooms in their own school. Some of the ideas trialled at the moment include:
A greater focus on number and the basics of mathematics, including
moving shape and other areas to topic work
A focus on teaching for understanding, building deep conceptual and
procedural knowledge for students
Spending a greater length of time on these topics.
More formal approaches in the classroom, sitting students in pairs as
opposed to groups on tables.
Providing teachers with time during the day to provide immediate
feedback to students and intervention.
- Developing a model of using subject specialists.
From Informal Proceedings 34-3 (BSRLM) available at bsrlm.org.uk - Adams. G. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 34(3) November 2014