Building mathematics skills in a vocational context

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Mathematics

What are the implications of the study?

In completing this digest the authors began to ask the following questions about implications for practitioners:

The study found that the maths vocabulary used within CTE lessons typically differed from that traditionally used within maths lessons and that teachers needed to use both sets of language to help students see the links between the two situations. Are there other contexts in which paying explicit attention to terminology could help your students bridge the gap between theoretical and practical understanding?
The process of mapping the curriculum and sharing teaching strategies with other teachers helped the professional development of the teachers in the study. Could a similar process benefit your own professional development?
Teachers in the study did not always ask students to create their own examples or to spot deliberate errors in similar examples, during the final element of the lesson, although the researchers believed that this was an important step that supported the transfer of understanding between different contexts. Is this something your own students might find helpful? Could you work with colleagues to create a resource bank of suitable activities for this final phase of the lesson?

In completing this digest the authors began to ask the following questions about implications for school leaders:

Teachers in the study found it particularly difficult to teach lessons they had not prepared themselves. What implications might this have for occasions, such as covering absence, when teachers in your school may have to teach lessons they have not personally prepared? How might the difficulties be best overcome?
The study found that the partnerships between the teachers of vocational subjects and of maths benefited both parties and led to mutual respect and professional learning. Could pairs or small teams of teachers from different subject disciplines in your school benefit from working together to develop enhanced schemes of work?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How much did the students’ maths improve? How did the teachers prepare for and implement the project? What was the typical pattern of a CTE lesson designed to support students’ maths? How did the pairs of teachers evaluate the new lessons? What did the researchers believe might improve the success of a future programme? What were the aims of the study and how was it designed? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Building mathematics skills in a vocational context This digest found in Mathematics Send to a friend Word doc 70KB Printer friendly Collate for later What are the implications of the study? In completing this digest the authors began to ask the following questions about implications for practitioners: The study found that the maths vocabulary used within CTE lessons typically differed from that traditionally used within maths lessons and that teachers needed to use both sets of language to help students see the links between the two situations. Are there other contexts in which paying explicit attention to terminology could help your students bridge the gap between theoretical and practical understanding? The process of mapping the curriculum and sharing teaching strategies with other teachers helped the professional development of the teachers in the study. Could a similar process benefit your own professional development? Teachers in the study did not always ask students to create their own examples or to spot deliberate errors in similar examples, during the final element of the lesson, although the researchers believed that this was an important step that supported the transfer of understanding between different contexts. Is this something your own students might find helpful? Could you work with colleagues to create a resource bank of suitable activities for this final phase of the lesson? In completing this digest the authors began to ask the following questions about implications for school leaders: Teachers in the study found it particularly difficult to teach lessons they had not prepared themselves. What implications might this have for occasions, such as covering absence, when teachers in your school may have to teach lessons they have not personally prepared? How might the difficulties be best overcome? The study found that the partnerships between the teachers of vocational subjects and of maths benefited both parties and led to mutual respect and professional learning. Could pairs or small teams of teachers from different subject disciplines in your school benefit from working together to develop enhanced schemes of work?