Symud Ymlaen Sicrhau cysondeb yng nghynnydd ym mathemateg
Symud Ymlaen Sicrhau cysondeb yng nghynnydd ym mathemateg MOVE ON Ensuring continuity of progress in mathematics Gweithio gydag ysgolion cynradd i rannu gwahaniaethau yn nulliau gweithredu a’r addysgeg angenrheidiol ar gyfer y manylebau TGAU newydd
PISA
A DRIVER OF CHANGE The 2009 PISA results for mathematical literacy were disappointing. Wales did not perform as well as the other UK nations, and its mathematics scores were below the OECD (Organisation for Economic Co-operation and Development) average. The table below illustrates this. PISA mathematics scores, UK and OECD average (2006 and 2009) Source: PISA and NFER A 38 point gap from the OECD average is taken to be the equivalent of one school year in education. The difference of 24 points between Wales’s score and the OECD average would indicate that Welsh children are the equivalent of over half an academic year behind that average, and around half a year behind their nearest neighbours in England.
Symbylydd ar gyfer Newid Roedd canlyniadau PISA 2009 ar gyfer mathemateg yn siomedig. Doedd Cymru ddim wedi perfformio cystal â gweddill y DU, ac roedd ei sgoriau ar gyfer mathemateg yn is na chyfartaledd yr OECD (Organisation for Economic Cooperation and Development). Mae’r tabl isod yn dangos hyn. Sgoriau mathemateg PISA, cyfartaledd y DU a’r OECD (2006 a 2009) Ffynhonnell: PISA ac NFER Mae bwlch 38 pwynt o gyfartaledd OECD yn gyfwerth ag un flwyddyn ysgol mewn addysg. Byddai‘r gwahaniaeth o 24 pwynt rhwng sgôr Cymru a chyfartaledd OECD yn awgrymu bod plant Cymru fwy na hanner blwyddyn academaidd y tu ôl i‘r cyfartaledd hwnnw, a thua hanner blwyddyn ar ôl eu cymdogion agosaf yn Lloegr.
RESPONSE TO PISA National Numeracy Programme set out a number of actions, including: Introduction of the Literacy and Numeracy Framework (LNF) Masters in Educational Practice (MEP) Attitudinal change campaign WG national mathematics conference Revised programme of study for all phases and stages Two new GCSEs
YMATEB I PISA Cyflwynodd y Rhaglen Rhifedd Cenedlaethol nifer o gamau gweithredu, gan gynnwys: Cyflwyno’r Fframwaith Llythrennedd a Rhifedd (Ff. Ll. Rh) Meistr mewn Ymarfer Addysgol (MYA) Ymgyrch i newid agwedd Cynhadledd fathemateg cenedlaethol Ll. C Rhaglenni astudio diwygiedig ar gyfer y cyfnodau i gyd Dau gymhwyster TGAU newydd
Ble rydych chi’n debygol o weld y cwestiynau hyn? 1) 2) 3) 2 q + 4 = 100 Dewch o hyd i werth q. Ysgrifennwch y rhif sydd 5 yn llai na deg million. Lloegr Cyfrifwch faint onglau a & b yn y Cyfnod Allweddol 2 diagram Profionhwn Cwricwlwm Cenedlaethol 2016 Papur 2 Rhesymu
Evaluation Execution of plan Cluster planning Launch day Move On Process
Gwerthuso Gweithredu’r cynllun Cynllunio’r cwlstwr Diwrnod lansio Proses Symud Ymlaen
Move On projects Cluster planning for a funding award of £ 3000 to support transition activities in mathematics/numeracy. Must: • Include collaboration between the primary and secondary school • Use of NNT/NRT diagnostic information from current year 5 cohort • Follow the principles of the revised POS, PISA and GCSE specifications • Work at the upper end of level 5 and level 6 • To have an agreed measure of impact • Improve continuity • Include development of one lesson for use on the CSC facilitated year 6/7 mathematics MAT day
Prosiectau Symud Ymlaen Cynllunio mewn clwstwr er mwyn hawlio £ 3000 i gefnogi gweithgareddau pontio ar gyfer mathemateg/rhifedd. Rhaid: • Cynnwys cydweithio rhwng yr ysgol gynradd a’r ysgol uwchradd • Defnyddio gwybodaeth ddiagnostig o’r profion darllen cenedlaethol/profion rhifedd cenedlaethol o’r garfan blwyddyn 5 cyfredol • Dilyn egwyddorion y Rh. A diwygiedig, PISA a manylebau TGAU • Gweithio ar ben uchaf lefel 5 a lefel 6 • Meddu ar fesur effaith cytûn • Gwella cysondeb • Cynnwys un wers sydd wedi’i datblygu er mwyn ei defnyddio ar ddiwrnod MATh mathemateg ar gyfer blwyddyn 6/7 a fydd yn cael ei drefnu gan CCy. D.
Cluster planning Possible lines of development for project • Development of new resources • Extension of CSC scheme of learning for primary schools to allow for continuity for years 6 -11. • Use of year 7 peer tutors to work to ‘patch learning gaps’ • Development of a shared numerical reasoning approach • Planned enrichment days/visits • Cross-curricular activities to enrich numeracy • Development of transition units • Cross phase mathematics triads utilising the lesson study approach • Development of level 5/6 resources in a particular strand or element
Cynllunio mewn Clwstwr Llwybrau datblygu posibl ar gyfer y prosiect • Datblygu adnoddau newydd • Ymestyn cynllun dysgu CCy. D ar gyfer ysgolion cynradd er mwyn hyrwyddo cysondeb ar gyfer blynyddoedd 6 -11. • Defnyddio tiwtoriaid cymheiriaid i weithio tuag at lenwi’r bylchau dysgu. • Datblygu ymagwedd gyffredin tuag at ymresymu rhifyddol • Cynllunio diwrnodau/ymweliadau cyfoethogi • Gweithgareddau trawsgwricwlaidd i gyfoethogi rhifedd • Datblygu unedau pontio • Triawdau mathemateg traws-gyfnod gan ddefnyddio’r dull astudiaeth wers • Datblygu adnoddau lefel 5/6 yn ôl llinyn neu elfen penodol.
Lle rydyn ni ar hyn o bryd? • Mae prosiectau clwstwr wedi cychwyn. • Wedi cyflwyno adroddiad tymor yr hydref. • Diwrnod y disgybl - Wedi bod yn llwyddiannus a derbyniwyd arfarniadau cadarnhaol iawn. • Rhannwyd adnoddau ar Gronfa Wybodaeth CCD http: //www. cscjes. org. uk/Knowledge-Bank/Move. On. aspx • Bydd adroddiadau terfynol yn cael eu cyflwyno ar ddiwedd y tymor.
Cyflwyniad clwstwr ysgol St Richard Gwyn
Tasg: - • Beth allwn ni ei wneud i gryfhau a gwneud pontio rhwng CA 2 a CA 3 yn fwy effeithiol? • Be ddylen ni ei ddatblygu a chanolbwyntio arno yn ein clystyrau? Ystyriwch strategaethau a chwricwlwm ayb. • Ystyriwch y taflenni data i nodi patrymau ar draws y rhanbarth y gellir wedyn fynd i’r afael â nhw. Section end
Hunanarfarniad adrannol: sut mae hyn yn edrych?
Eich tasg: - • Darllen y ffurflen hunanarfarnu • Codi agweddau da y ffurflen hunanarfarnu. • Bring out the illegal statements!
Beth sy’n gwneud Ffurflen Hunanarfarnu adrannol? Defnyddiwch y post -its i nodi eich prif bwyntiau. Section end
Na, ges i fy rhybuddio am hyn. . . brodyr, chwiorydd, ffrindiau, oedolion eraill. . . Dwedon nhw i gyd amdano ond doeddwn i ddim yn eu credu, ac nawr mae yma. . .
Y thema feiddia ddim dweud ei enw… Yn waeth na Voldemort Ond dewch i ni glywed barn Billy Connelly ohono yn gyntaf…
Astudiaeth Americanaidd Cynhaliwyd yr arolwg cenedlaethol ar ddisgyblion yr wythfed a nawfed radd a’u rhienni rhwng 1 Awst ac 8 Awst, 2011 gan Kelton Research a chafodd ei gomisiynu gan Sylvan Learning, darparydd arweiniol o wasanaethau addysgol ategol a thiwtora i fyfyrwyr o bob oedran a lefel sgiliau.
Ymhlith y prif ganfyddiadau: • Byddai un o bob tri o fyfyrwyr yn dewis rhoi’r gorau i gemau fideo (36%) neu Facebook (33%) am fis i osgoi astudio algebra eto. • Wrth i fyfyrwyr boddi mewn pryder dros algebra, mae rhieni’n teimlo’r un mor ar goll. Mae rhieni’n teimlo llawer yn fwy parod i drafod themâu sensitif fel cyffuriau ac alcohol (97%) a hyd yn oed rhyw (88%) gyda’i plentyn na helpu gyda gwaith cartref algebra (54%). • Mae gwneud algebra yn anoddach na chwblhau ffurfleni treth. Mae mwy na pedwar o bob 5 rhiant (82%) yn cyfaddef eu bod yn debygol o wneud mwy o gamgymeriadau ar waith cartref algebra eu plant nag ar eu ffurflenni treth. • Mae chwech o bob deg (60%) rhiant yn ansicr am eu sgiliau algebra.
These statistics add up to a "fear formula" in which the gap is widening between students' needs and their parents' ability to assist or provide the help required for success in algebra.
It is not only in the USA but in England as well Rising scores in secondary maths examinations grades in England over the past 30 years do not appear to stem from real increases in mathematical understanding, a major new research study from King’s and the University of Durham has found.
The analysis of 3, 000 secondary pupils' performance in algebra, ratio and decimals tests conducted last year suggests that there has been little overall change in maths attainment since 1976. Exam pass rates, by contrast, have risen dramatically during that period. In the early 1980 s, only 22 per cent of pupils obtained a GCE O-level grade C or above in maths. Last year over 55 per cent gained a GCSE grade C or above in the subject.
Two example questions from the survey: 1/ e + f =8 e+f+g=… Answer 8+g: In both 1976/77 and the new study, 37% of pupils gave the correct answer. 2/ My car can go 41. 8 miles on each gallon of petrol on a motorway. How many miles can I expect to travel on 8. 37 gallons? 41. 8+8. 37+41. 8÷ 8. 37 -41. 8 -8. 37 x 41. 8 Answer 8. 37 x 41. 8: In 1976/77, 54% of pupils answered correctly. In the new study, 33% answered correctly.
'Teaching and Learning Algebra pre-19' (Sutherland 1997). The report makes the following recommendations (amongst others): 'The National Curriculum is currently too unspecific and lacking in substance in relation to algebra. The algebra component needs to be expanded and elucidated - indeed rethought. ‘ (P 29) 'We suggest that more research is needed to understand the relationship between what algebra is taught and what is learned. ' (P 30) 'We recommend that algebra is introduced from the beginning of secondary school with more emphasis being placed on all aspects of algebra. ' (P 30)
When the report calls for emphasis to be placed on 'all aspects of algebra' (P 30) the reference is to Kieran's (1996) classification of algebraic activity into three components. The three components are: '(i) Generational activities - discovering algebraic expressions and equations; (ii) Transformational rule-based activities - manipulating and simplifying algebraic expressions, solving equations, studying equivalence and form; (iii) Global, meta-level activities - ideas of proof, mathematical structure, problem-solving. (This final component is not exclusive to algebra. ) , (Sutherland 1997, p 12) 'Teaching and Learning Algebra pre-19
New GCSE content
America may DUMP algebra as new study finds it is the main cause of high school drop-outs - and only 5% of jobs need it • Millions drop out of school when they fail 9 th grade algebra, study finds • One in four 9 th graders don't finish high school after failing algebra • But only 5% of jobs require the formula-based math course • Educators now looking at statistic-based math curriculum Who needs algebra? That question muttered by many a frustrated student over the years has become a vigorous debate among American educators. Now a provocative new book argues that required algebra has become an unnecessary stumbling block that forces millions to drop out of high school or college. 'One out of 5 young Americans does not graduate from high school. This is one of the worst records in the developed world. Why? The chief academic reason is they failed ninth-grade algebra, ' said political scientist Andrew Hacker, author of The Math Myth And Other STEM Delusions. Hacker, a professor emeritus at Queens College, argues that, at most, only five per cent of jobs make use of algebra and other advanced math courses. He favours a curriculum that focuses more on statistics and basic numbers sense and less on (y - 3)2 = 4 y - 12
Pupil voice When asked, “What is the point of algebra? ” the response is mainly. . . IS THERE ONE? One year 8 pupil said that “algebra needs an overhaul”.
To overhaul algebra consider: - 1) What is the relevance of algebra? 2) How can it be taught effectively to engage pupils in secondary schools and across the ks 2 and ks 3 transition point? Section end
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