Raising attainment using Concrete Pictorial approaches in mathematics for 11-18 year olds. Erasmus Project

Project Title

Raising attainment using Concrete Pictorial approaches in mathematics for 11-18 year olds.

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: International cooperation, international relations, development cooperation; Key Competences (incl. mathematics and literacy) – basic skills; Inclusion – equity

Project Summary

Context
It is recognized that the teaching of mathematics can, particularly in older pupils, be often be categorised as the teaching of processes or algorithms and that pupils do not always see the connections to other skills or other aspects of mathematics or to fully understand the concepts. This projects aims to deepen more pupil’s understanding of key mathematical concepts and so improve attainment.
The use of concrete manipulatives is commonly used with younger pupils to support their understanding of mathematical concepts. This project will aim to develop similar concrete manipulative approaches and visual approaches for more complex arithmetical and mathematical concepts.

Objectives
The project will seek to demonstrate the following key objectives:
1. That systematic changes in teaching approaches can be achieved through teacher engagement in continuous professional learning
2. That continuous professional learning underpins any long term sustainable approaches to improving pupil experiences
3. That continuous professional learning is most effective when teachers are given the opportunity to regularly to share and discuss their learning and classroom experiences with other teachers
4. Continuous professional learning based on robust research evidence will lead to improved attainment.
5. International cooperation can affect positive change in classroom practice in mathematics and affect wider change across educational systems
6. The use of manipulatives improves learning and understanding for more pupils
7. The use of manipulatives is well suited to pupils aged 11-18 years old
8. Attainment will be improved

Participants
The Project will involve mathematics teachers from Glasgow, Modena and Barcelona

Activities
1. Joint research into using manipulatives with senior pupils
2. Professional discussions on the research at local and international level
3. Amended teaching approaches.
4. Video recording and sharing of effective practice
5. Transnational meeting to reflect on research, share best practice and observe lessons.
6. Summary document to be produced to demonstrate the best practice
7. Final Conference in Glasgow to share the practice and impact on attainment

Results
1. Improved teacher skills and knowledge in effective pedagogical approaches in mathematics
2. Improved attainment
3. Sustainable approach to effective system change evidenced ie change built around Research into Action approach with effective professional dialogue effects positive change.

Long term benefits
The long term effects will be that potentially we will affect change in the approaches to teaching older pupils. That traditional approaches to teaching will be replaced by approaches to understanding

Research into Action approaches, built around strong professional dialogue, is they most effective way to change educational systems and improve outcomes for pupils over the longer term.

Research into action approaches provides a sustainable model for positive change.

EU Grant (Eur)

Funding of the project from EU: 177381 Eur

Project Coordinator

Glasgow City Council Education Services & Country: UK

Project Partners

• Istituto Comprensivo 8 Modena
• Govan High School
• Istituto Comprensivo 10
• John Paul Academy
• Bannerman HIgh School
• Col·legi Sagrada Família
• Notre Dame High School, Glasgow