Description
This project is run by Trinity University and Assistant Professor Aibhin Bray. Bagger is on of the partners and leader of the work at Dalarna University. A global lack of engagement with STEM, and maths in particular, is well documented in research and policy, and the issues are amplified in areas of socio-economic disadvantage with low progression rates to higher education. The goal of this project is to improve maths teaching, so as to enhance student outcomes in terms of proficiency and enjoyment, by way of engaging teachers in a Community of Practice to support their co-design of innovative, inclusive, and student-centred maths activities.
A strong foundation in research will be provided, to identify and inform best practice in maths education in the context of disadvantage. Professional development offerings and resources will be co-developed by participating teachers (~36), supported by project leads (10). Communities of Practice within and between institutions will be nurtured online and via 6 inperson learning exchanges. A Theory of Change framework will be used to support participant’s journeys to project and local goals.
To ensure short and long-term impact, results of the project will reflect three levels of stakeholder. (1) Open access (AO) resources and professional development for teachers of Maths and STEM at lower secondary. (2) A whitepaper reflecting the needs identified by this project, and how they can be addressed, to be shared with educational bodies. (3) OA academic publications in to ensure that the project has influence and impact in an international arena.
Financiers
