{"id":1465,"date":"2024-12-18T17:34:00","date_gmt":"2024-12-18T17:34:00","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/cices\/?p=1465"},"modified":"2024-12-18T17:34:40","modified_gmt":"2024-12-18T17:34:40","slug":"we-have-a-wonderful-product-to-sell","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/cices\/2024\/12\/18\/we-have-a-wonderful-product-to-sell\/","title":{"rendered":"We have a wonderful product to sell"},"content":{"rendered":"\n

Andy Brown is the National Specialist Adviser for Mathematics to the Scottish Government and co-chair of National Response to Improving Mathematics (NRIM) Partnership Board.  In this guest blog, Andy explains why he believes the place of mathematics in Scotland\u2019s curriculum is of pivotal importance and discusses his role in the Curriculum Improvement Cycle (CIC) to date. <\/em><\/strong><\/p>\n\n\n\n

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\u201dWe have a wonderful product to sell, Andy.\u201d<\/p>\n<\/blockquote>\n\n\n\n

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Professor Adam McBride<\/a> uttered those immortal words to me during an Advanced Higher Mathematics Weekend at Lagganlia Centre for Outdoor Education in 2010.  It is funny how some statements, from influential people in your life, retain a significant place in your memory.  And I agree with him – we do have a wonderful product to sell.<\/p>\n\n\n\n

\u201cBut, why?\u201d, I hear you ask.<\/p>\n\n\n\n

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We are in a golden age for mathematics.  During the last 50 years or so, there have been many significant developments and discoveries in the discipline; from solving Fermat\u2019s Last Theorem<\/a> to finding the largest known prime number<\/a> (a number so big that it has over 41,000,000 digits) as recently as last month \u2013 a Mersenne Prime<\/a>, no less.  These stories provide us with an excellent backdrop to sell the subject of mathematics to young people and the wider society.  The tales of mathematics can often be forgotten when we are busy \u2018covering content\u2019, but this may be a missed opportunity to inspire our learners around the historical and cultural relevance of this inspiring subject.  Mathematics is dynamic, evolving and living: \u2018new mathematics\u2019 is created constantly around the world.<\/p>\n\n\n\n

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Throughout our lives, we are being exposed to vast quantities of data.  The level of importance extracting meaning from data has assumed in society continues to grow.  Data is everywhere, it is inescapable, and more prominent than ever before!  Being statistically literate has never been so critical if we are all to thrive in this ever-changing world as engaged and responsible citizens.<\/p>\n\n\n\n

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Advancements in technology have opened and catalysed opportunities to explore branches of mathematics in greater depth than we might ever have predicted.  Within our schools and settings, technological platforms and programmes can empower our young mathematicians to engage with, and appreciate, the power of mathematics in more sophisticated ways.  Developing spatial understanding, geometric proof, and comparing data sets are examples of where technology can bring mathematics to life.  Virtual manipulatives<\/a> can support learners to deepen their understanding.  This doesn\u2019t mean there is not a place for a pencil and a piece of paper and knowing your number facts.  Of course there is!<\/p>\n\n\n\n

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Mathematicians tend to be scribblers (you should see my office) but even the renowned Pierre de Fermat himself struggled to contain his working in the confines of the margin!  Different tools exist for doing mathematics. My thinking has always been to use the best tool for the specific mathematics you are trying to do.<\/p>\n\n\n\n

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In May 2024 I took up the post of the National Specialist Adviser for Mathematics within the Scottish Government and with it I became co-chair of the National Response to Improving Mathematics (NRIM). Before taking on these roles I was recently Interim Head Teacher of two secondary schools in the Highlands, so I have acute awareness of the practical realities schools currently face.  I knew that bridging the gap between policy and practice would be an interesting challenge.  At heart, however, I am a teacher.<\/p>\n\n\n\n

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Through this role I collaborate closely with Education Scotland, and I have been fortunate to meet several great mathematical thinkers and leaders from those working across the education spectrum to employers.  National groups have been created which are bringing more teachers and practitioners closer to the decision-making process. I have been pleased to support the maths and numeracy \u2018Core Group\u2019<\/strong> who have been meeting regularly, including an intense five days during the summer to consider the co-design of new curriculum as part of the CIC.<\/p>\n\n\n\n

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There is also a larger \u2018Collaboration<\/strong> Group\u2019<\/strong> who have been helping shape and test ideas that have been explored so far. I have been influenced by conversations with teachers and practitioners, and I want to publicly thank them for their honesty and candour. You will have an opportunity to hear directly from Core Group Participants Chris McGrane<\/strong> (Holyrood Secondary in Glasgow) and Donna Bullivant<\/strong> (Cowie Primary, Stirling) as well as Collaboration Group Participant, Leigh Graham<\/strong> (Fife Council) later in this series.<\/p>\n\n\n\n

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In the Cabinet Secretary\u2019s statement to parliament in December 2023, she noted \u201c\u2026my view is that Maths education requires to be a central focus for improvement \u2013 indeed, it is critical when considering the 18-point reduction in Scotland\u2019s PISA<\/a> score.\u201d  Realising this goal will take collective effort from all levels of the system and I think that the approach we are taking has got us off to a good start.<\/p>\n\n\n\n

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A strong mathematics curriculum is just one piece of the improvement jigsaw.  It must be rigorous, clear on the underpinning knowledge required to be successful, and should be anchored on key mathematical concepts, which are revisited throughout the curriculum in different engaging contexts.  It must challenge our children and young people to engage with big mathematical ideas and to develop critical thinking around problems encountered on the journey.  We must ensure our learners experience the full breadth of the mathematics curriculum.  If we do not do this, we are no longer teaching and experiencing mathematics in its entirety. Children and young people should experience opportunities to \u2018be a mathematician\u2019 at every stage and be able to apply these skills across the curriculum.<\/p>\n\n\n\n

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In their paper \u2018Habits of Mind: An Organizing Principle for Mathematics Curricula<\/a>\u2019 Cuoco and colleagues (1996) identify eight different \u2018habits of mind\u2019 for students as learners of mathematics, arguing that they should be:<\/p>\n\n\n\n

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\u2022 pattern sniffers (what a lovely phrase!)<\/p>\n\n\n\n

\u2022 experimenters<\/p>\n\n\n\n

\u2022 describers<\/p>\n\n\n\n

\u2022 tinkerers<\/p>\n\n\n\n

\u2022 inventors<\/p>\n\n\n\n

\u2022 visualisers<\/p>\n\n\n\n

\u2022 conjecturers<\/p>\n\n\n\n

\u2022 guessers<\/p>\n\n\n\n

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These habits of mind are independent of age and stage.  This is one of the key features which makes them so rich.  What opportunities exist right now to build these habits of mind in the children and young people in your settings and schools?<\/p>\n\n\n\n

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I was fortunate to visit Anderston Primary School in Glasgow as part of the most recent annual Maths Week Scotland celebrations.  What I saw there, as part of the showcase event, was their children developing these habits of mind.<\/p>\n\n\n\n

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And on a different note, in a different school, I was starstruck when I met William, the creator of the Maths Week Scotland \u2018Mathscot\u2019 for 2024, Finn Finnity.  For clarity, the picture included below is of Finn Finnity, not William!<\/p>\n\n\n\n

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Although I started this article with some positive mathematics stories, there is still work to do.  There are mathematical problems that remain unsolved<\/a> and this is what makes the subject of mathematics so dynamic.  In Scotland, right now, in our settings or schools, there could be the young person who makes the next big mathematical discovery or solves a seemingly unsolvable problem.  Our practitioners and teachers have it in their hands to grow that mathematician.  Our curriculum offers a vehicle towards that goal.  Let\u2019s grasp this opportunity.  Remember, \u201cwe have a wonderful product to sell\u201d and all those who interact daily with our children and young people are the best salespeople possible.<\/p>\n\n\n\n

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Andy Brown<\/p>\n\n\n\n

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References<\/strong><\/p>\n\n\n\n