Mathematics education

Peer Learning Cluster or other group

Background

Description

The PLA consisted of:

• Information about the Swedish education system in general and maths education in particular; 
• a description of way in which the strategic action plan had been developed and started to be implemented, the specific standpoints, the actions and operational activities to be implemented over several years;  
• visits to schools, science centres, Chalmers University of Technology and Göteborg University;
• meetings with key experts (National Centre for Mathematics Education, Ministry of Education and of the National Agency for School Improvement);representaitives of higher education institutions.
• A large variety of stakeholders were consulted during the work of the Maths Delegation ranging from teachers associations, teacher training associations and centres, local and regional authorities, science academies, universities, parents, industry and business etc. etc.

The Swedish Action Plan for Maths is composed of four key elements:

• to raise the awareness and interest for maths at all levels using a variety of means and methods;
• the training and education of qualified teachers for all students through initial and in-service teacher education;
• the support to teachers and schools so as to be able to improve their teaching and learning;
• the continuous improvement of the focus on aims, goals, contents and assessment of maths education.

Strong cross-fertilisation across the four key elements is an important issue.

The whole Action Plan is clearly based on a well-structured analysis which is reflected in the “Report of the Maths Delegation”, a group of key experts reflecting all the stakeholders of the educational community as to maths education appointed by the former Government and with a clear mandate. Among other things, the Report included proposals, sub-proposals and ca. 150 concrete examples.

The following key points were discussed:

• The strategy for maths focuses clearly on meaningful maths for every citizen integrated in everyday life situation;
• Maths is seen in a lifelong learning and continuous learning approach from the pre-primary school to adult education initiatives;
• Both initial and in-service teacher education require particular attention;
• Strengthening the cooperation, coordination and networking between all educational partners and stakeholders for a multiplier effect with particular focus on the dissemination of good practice and research;
• The need of a constant reflection on the aims, goals, contents and the assessment.

 Success factors included that follows:

• A clear analysis of the situation of maths education, 
• A comprehensive strategy plan with a long-term vision, 
• The clear monitoring and follow-up of the implementation of the proposal, 
• The cross-fertilisation across the activities,
• The key role and strong interaction between initial and in-service training focusing on classroom practice; 
• The description and dissemination of good practice, etc.