Continuing Professional Development for teachers of mathematics

Resumen

The Government recognises that there is an urgent need to improve the mathematical skills of the general population. There are concerns about both numbers and quality. In particular, we note:

the poor uptake of school pupils continuing mathematics through to the age of 19 and beyond;

the reduced numbers of students qualifying for higher Education courses in numerate disciplines, specially science and engineering and, this year, in mathematics; and

the under-supply of appropriately qualified mathematics teachers, which is exacerbated by the high demand for the skills of mathematically qualified graduates.

These concerns are linked, in that the teachers of tomorrow are drawn from the pupils and students of today. The Advisory Committee on Mathematics Education (ACME) believes that radical steps need to be taken now in order to break into this closed loop. It contends that one of the most effective ways to do so and to raise the quality of mathematical provision in schools would be to expand substantially Continuing Professional development (CPD) for teachers of mathematics. It believes this would revitalise skills throughout teaching careers, and would re-enthuse and help retain existing teachers of mathematics.