Mathematics matters – the international perspective December 2013 Lorna Bertrand Head of...
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Transcript of Mathematics matters – the international perspective December 2013 Lorna Bertrand Head of...
Mathematics matters – the international perspective
December 2013
Lorna BertrandHead of International Evidence & [email protected]
PISA 2012 – a bit of background
In 2012…
…a sample of 15 year-olds(510,000 in total)
…in 65 countries(including 4,185 pupils in 170 schools in England)
…took a maths test!(with some science and reading questions too and some background questionnaires)
Going backwards: UK literacy and numeracy standards slip down international tables
East Asian nations top PISA global exam
Too early to draw meaningful
conclusions from PISA results
Welsh education is worst in UK
OECD education report 'a wake-up call'
Poor exam results for UK teens in PISA global
education ranking
After 13 years of Labour, England's
schools are worse than Poland's
UK educational performance ‘stagnating’
Wales still worst in UK in global school tests
Wales worst in UK for education rankings UK Lagging Behind The Best
Introduction
PISA 2012 in the UK
• UK (and England) is around the OECD average for maths and reading but above for science
• England, Scotland and Northern Ireland perform similarly in maths, science & reading ….
…. except Scotland is significantly above Northern Ireland in maths
• Wales is below the OECD average and significantly below the rest of the UK
The UK & England are very middling
…remaining a long
distance behind the to
p-
perform
ers…
…but remaining ahead of
others.
…similar to a
number of close
neighbours…
Countries performing significantly worse than England.
Countries performing significantly better than England.
Sha
ngha
i-Chi
na
Hon
g K
ong-
Chi
na
Est
onia
Japa
n
Sw
itzer
land
Can
ada
Vie
tnam
Net
herla
nds
Irel
and
Aus
tria
Aus
tral
ia
Slo
veni
a
Icel
and
Uni
ted
Kin
gdom
Fra
nce
OE
CD
ave
rage
Rus
sian
Fed
.
Italy
Uni
ted
Sta
tes
Sw
eden
Hun
gary
Isra
el
Ser
bia
Tur
key
Kaz
akhs
tan
Tha
iland
Mal
aysi
a
Uru
guay
Cos
ta R
ica
Arg
entin
a
Tun
isia
Qat
ar
Per
u
100
80
60
40
20
0
20
40
60
80
100
%
Source: OECD’s PISA 2012 results
2. Key messagesWe have too many low performers and
not enough high performers
We are better at statistics …… but particularly bad at geometry
Our gender gap in maths is large
Jord
an
Thaila
nd
Icela
nd
Latvi
a
Finla
nd
Bulga
ria
Alban
ia
Lith
uani
a
Norway
Slove
nia
Polan
d
Unite
d Sta
tes
Chine
se T
aipe
i
Belgi
um
Greec
e
Hunga
ry
Slova
k Rep
ublic
Canad
a
OECD ave
rage
Urugu
ayIsr
ael
Austra
lia
Switzer
land
Germ
any
Denm
ark
New Z
eala
nd
Irela
nd
Spain
Japa
nIta
ly
Austri
a
Costa
Rica
Luxe
mbo
urg
-30
-20
-10
0
10
20
30
Sc
ore
-po
int
dif
fere
nc
e (
bo
ys
-gir
ls)
No gender difference
Boys half a year ahead
Girls half a year ahead
Boys perform better than girls
Girls perform better than boys
Source: OECD’s PISA 2012 results
… and even worse in science
Jord
an
U.A.E
.
Thaila
nd
Finla
nd
Lith
uani
a
Mal
aysia
Slove
nia
Sweden
Argen
tina
Roman
ia
Norway
Icela
nd
Franc
e
Croat
ia
Unite
d Sta
tes
Urugu
ay
Singa
pore
Belgi
um
Chine
se T
aipe
i
Viet N
amBra
zil
Canad
a
Nethe
rland
s
Irela
nd
Austra
liaPer
u
Mex
icoChi
le
Spain
Denm
ark
Costa
Rica
Engla
nd
Liec
hten
stein
-50
-40
-30
-20
-10
0
10
20
30
Sc
ore
-po
int
dif
fere
nc
e (
bo
ys
-gir
ls)
No gender difference
Source: OECD’s PISA 2012 results
Boys perform better than
girls
Girls perform better than
boys
Boys half a year ahead
Girls half a year ahead
Girls a year ahead
Boys tend to have greater belief in their maths abilities than girls
Mal
aysia
Indo
nesia
Roman
iaPer
u
Viet N
am
Slova
k Rep
ublic
Colom
bia
Spain
Mex
ico
Tunisi
a
Korea
Serbi
aIta
ly
Hunga
ry
Chine
se T
aipe
i
Russia
n Fed
.
Irela
nd
Singa
pore
Japa
n
Jord
an
Canad
aIsr
ael
Estoni
a
Sweden
Norway
Denm
ark
Hong
Kong-
China
New Z
eala
nd
Austra
lia
Belgi
um
Switzer
land
Finla
nd
Icela
nd0.0
0.1
0.2
0.3
0.4
0.5
0.6
Difference in the mean index Gender gap adjusted for differences in mathematics performance between boys and girls
Gender gap
Me
an
in
de
x d
iffe
ren
ce
(b
oy
s-g
irls
)
Source: OECD’s PISA 2012 results
Reducing mathematics anxiety among girls could narrow the gender gap in mathematics performance, particularly among the highest-achieving students
Israe
l
Colom
biaChi
le
Portu
gal
Luxe
mbo
urg
Tunisi
a
Croat
ia
Argen
tina
Urugu
ayPer
u
Germ
any
Mex
ico
Serbi
a
Nethe
rland
s
Hunga
ry
New Z
eala
nd
Indo
nesia
Greec
e
Bulga
riaQat
ar
U.A.E
.
Austra
lia
Singa
pore
Estoni
a
Mon
tene
gro
Unite
d Sta
tes
Slove
nia
Lith
uani
a
Unite
d Kin
gdom
Mac
ao-C
hina
Sweden
Finla
nd-20
-10
0
10
20
30
40
Gender gap among the highest-performing students (90th percentile)
Gender gap adjusted for differences in mathematics self-efficacy between boys and girlsGender gap
Sc
ore
-po
int
dif
fere
nc
e (
bo
ys
-gir
ls)
Source: OECD’s PISA 2012 results
What we are doing about it?
“We should aim for where the Chinese are
going – not where they are now.”Kingsbridge College
‘Why didn’t you teach us this before?’ Pupils report how much easier it is to do long division
without bus stop or chunking methods
What we are doing in Primary
Published a more rigorous curriculum for maths. – The new national curriculum increases the level of demand
with greater emphasis on arithmetic.
Removed calculators from the test for 11 year olds to ensure that children get a rigorous grounding in mental and written arithmetic
What we are doing in lower secondary
Introducing a new more demanding curriculum from 2014
Developing more demanding maths GCSEs to be taught from September 2015
Focusing on maths in school accountability
What we are doing post-16Our ambition: by 2020, most young people will continue to study
maths to age 18
Reforming maths A and AS levels, to be taught from September 2016 Students without a grade C in GCSE maths now have to continue to
study the subject Developing new high-quality “Core Maths” qualifications aimed at
students who have a grade C or higher at GCSE but do not wish to take A or AS Level Maths
Introducing specialist Maths Free Schools supported by strong university maths departments and academics to support our most talented young mathematicians
The Teachers
Increased maths bursaries to £20,000 for trainees with a 2:1 or a first and £15,000 for trainees with a 2:2
Increased the number and the value (to £25,000) of prestigious scholarships for the highest calibre trainees offered by the Institute of Mathematics
Funded the development of professional development programmes - for key stage 3 maths teachers focussed on multiplicative reasoning (£500,000); and for 16-18 teachers to enable them to teach GCSE mathematics (£700,000)
Our long-term vision
• Our standards of maths education are on a par with the very best in the world
• All students have a thorough grasp of key mathematical skills by the end of primary school, and finish secondary education with the skills needed for employment and higher education
• The vast majority studying maths through to the age of 18, with more studying maths at the highest levels
• Many more young people going on to study STEM courses in higher education