The action plan for mathematics, the action plan for science and the promotion of scientific culture in Portugal

13 October 2008 to 16 October 2008
Vila do Conde, Portugal

Peer Learning Cluster or other group

Math, Science and Technology (MST)

Background

The fifth PLA of the Peer Learning Cluster on MST was organised by the Portuguese Ministry of Education and Ciência Viva (National Agency for the promotion of Scientific and Technological Culture).
 
Due to its relevant outcomes, the Portuguese action plan for mathematics education (that has involved so far 95% of the 2nd and 3rd cycles of all Portuguese compulsory schools) constituted a core element of the meeting.
 
The PLA included the following objectives: 
 

·        To show to the participants the national strategies set up and implemented in Portugal to increase the level of qualifications and competences as to mathematics and science;

 

·        To expand on the action plans for mathematics and science implemented in Portugal to promote the teaching and learning of mathematics and sciences in compulsory education and in upper secondary schools so as increase the attainment;

 

·        To present non-formal initiatives developed to enhance the promotion of scientific culture in the population at large through the activities of Ciência Viva, the National Agency for Scientific and Technological Culture;

 

·         To focus on gender issues in maths and science education and to show the clear link between the promotion of maths and science and active citizenship education contributing to more inclusion and social cohesion in the Portuguese society. 

Description

The three-day PLA enabled to meet some forty key people involved in innovation in maths and science education and lead to enriching cross-fertilisation across different national strategies and methodologies.
 

Portugal focuses on three clearly interrelated action plans in compulsory education:

  1. action plan for mathematics education;
  2. action plan for science education;
  3. action plan for language education.
Those were presented and discussed with the participants.
 
A selection of projects to promote scientific culture of which some are funded on a regular or annual basis were also presented.
 
The below issues were particularly pointed out::
  • The retention and dropout rates of students in compulsory education;
  • The need to have science subject teachers already early on in the primary school;
  • The national curriculum;
  • The competency-based MST curriculum and assessment;
  • The use of textbooks and the scientific review of textbooks;
  • The organisation of differentiated classroom activities;
  • The promotion of informal maths knowledge in the pre-primary school;
  • The role of initial teacher education in promoting and strengthening MST;
  • The gender issues in MST; how to address the participation of girls in MST; 
  • The cooperation with industry, local authorities, universities, H. Ed. and other stakeholders;
  • The evaluation of policies and action plans to enhance MST learning and teaching; 
  • The contribution of MST to promoting equity , equal opportunities and social inclusion;
  • The link between historical developments and gender issues; 
  • The materials to promote experimental science education; etc.
 
For further reading, see:
Knowledge System for Lifelong Learning