Presenters: Beth Kelly, Graham Griffiths.
Title: The 3 out of 5 mathematics challenge recently piloted in UK prisons.
Abstract: In 2015, the UK Education and Training Foundation funded Learning Unlimited through the Learning and Work Institute to develop and pilot a collection of mathematical tasks in UK prisons. These tasks offer a parallel to the existing reading challenge which use the series of Quick Reads. The approach taken encourages individuals to develop their skills outside the classroom – such as in the gym, garden, library – or in non-maths education, and be involved in some challenging mathematical activity.
The pilots were very positive and the resources are now available. Examples of the five activity types along with the associated guidance will be displayed. The types are:
1. A Rough Idea: Estimation relating to everyday life
2. Puzzle It Out: Developing a puzzle or game for family or friends
3. Value 4 Money: Calculation to help make financial decisions
4. Maths Facts: Explore and report on some clever maths facts
5. Practical Numbers: Maths used in everyday life, such as in the gym
The learners complete 3 out of 5 challenges to gain a certificate and a ‘prize’ such as a calculator, pen or tee-shirt.
Presenter: Carla Cristina Pompeu.
Title: The relationship between youth and adults students with mathematics: a case study of Brazilian school context.
Abstract: The purpose of this study aims to discuss the relationship between subject and mathematics knowledge in the school context. The school context presented is part of the Brazilian educational scenario of youth and adults education. Initially we are going to present a brief discuss about the education scenario for youth and adults in Brazil and worldwide. In addition, we will discuss the relevance of context in the process of teaching and learning mathematics, the relationship between subjects of youth and adult education with the mathematics knowledge and the implications of the specificities of this subject within the learning context. The proposal was to analyse subjects in the process of learning in a school context, taking into account the singularity of these subjects and the way they connect different knowledges with the mathematics knowledge. The pragmatic sociology that recognizes the necessity of analyzing the subjects in situ and that is of interest for negotiations, experiences and senses of subjects, was the reference for the analysis of this work. We are going to present the initial results of this research on youth and adults students in two Brazilian schools, considering the sociology discussions about the subject, mathematics as social practice, the individuality and of the experience.
Presenter: Catherine Byrne, Gerard MacElligott, Paul Hickey.
Title: Maths Initiatives in Prison Education.
Abstract: We propose to present a poster based on new initiatives in mathematics education, developed and piloted by mathematics teachers in the City of Dublin Education & Training Board (CDETB) Education Service to Prisons. Key areas of concern in prison education include relationships within prison (with peers), relationships outside prison (with families) and educational outreach. We dealt with these issues by developing:
• A peer mathematics education programme
• Materials and activities in family numeracy
• Activities to celebrate national and international events (Maths Week and Pi Day).
Our posters will show the educational rationale for our initiatives, the development of the programme and initial evaluation.
Presenter: Jenny Stacey.
Title: What has improved GCSE Maths results at our college in the UK?
Abstract: I work at Chesterfield College, teaching ESOL Maths, and GCSE Maths to adults. The GCSE classes have over 10% ESOL learners, all of whom have passed screening for an intensive 1 year course. My research work for a Master’s Degree in Education was on the effect of ESOL maths classes on English language acquisition.
In a recent review of the success of our GCSE maths results, which have risen from a 10% pass rate to 40% in 2 years, we looked at which initiatives, introduced in response to changes in exam requirements for FE students, staff had found useful, both for their own CPD and the students. We then surveyed 19+ and 16-18 year olds to investigate which initiatives they were finding useful. This forms part of a project of cooperation with Sheffield College, facilitated by Sheffield Hallam University, to review GCSE provision and investigate ways of improving performance. This poster presentation gives an overview of the results of the surveys for each of the four categories.