A new paper at The De Morgan Gazette:
A. Borovik, Mathematics for teachers of mathematics, The De Morgan Gazette 10 no. 2 (2018), 11-25. bit.ly/2NWECtn
The paper contains a sketch of a BSc Hons degree programme Mathematics (for
Mathematics Education). It can be seen as a comment on Gardiner (2018) where
he suggests that the current dire state of mathematics education in England cannot
be improved without an improved structure for the preparation and training of
Effective preparation and training requires a limited number of national institutional units, linked as part of a national effort, and subject to central guidance. For recruitment and provision to be efficient and effective, each unit should deal with a significant number of students in each area of specialism (say 20–100). In most systems the initial period of preparation tends to be either
- a “degree programme” of 4–5 years (e.g. for primary teachers), with substantial subject-specific elements, or
- an initial specialist, subject-based degree (of 3+ years), followed by (usually 2 years) of pedagogical and didactical training, with some school experience.
This paper suggests possible content, and didactic principles, of
a new kind of “initial specialist, subject-based degree” designed for intending teachers.
This text is only a proof of concept; most details are omitted; those that are given
demonstrate, I hope, that a new degree would provide a fresh and vibrant approach
to education of future teachers of mathematics.
Yesterday, 4 September 2018, UKRI announced their
Plan S: Accelerating the transition to full and immediate Open Access to scientific publications
Since the LMS critcally depends on income from publishing, it has serious implications for out Society.
The key principle of the Plan is as follows:
“After 1 January 2020 scientific publications on the results from research funded by public grants provided by national and European research councils and funding bodies, must be published in compliant Open Access Journals or on compliant Open Access Platforms.”
- Authors retain copyright of their publication with no restrictions. All publications must be published under an open license, preferably the Creative Commons Attribution Licence CC BY. In all cases, the license applied should fulfil the requirements defined by the Berlin Declaration;
- The Funders will ensure jointly the establishment of robust criteria and requirements for the services that compliant high quality Open Access journals and Open Access platforms must provide;
- In case such high quality Open Access journals or platforms do not yet exist, the Funders will, in a coordinated way, provide incentives to establish and support them when appropriate; support will also be provided for Open Access infrastructures where necessary;
- Where applicable, Open Access publication fees are covered by the Funders or universities, not by individual researchers; it is acknowledged that all scientists should be able to publish their work Open Access even if their institutions have limited means;
- When Open Access publication fees are applied, their funding is standardised and capped (across Europe);
- The Funders will ask universities, research organisations, and libraries to align their policies and strategies, notably to ensure transparency;
- The above principles shall apply to all types of scholarly publications, but it is understood that the timeline to achieve Open Access for monographs and books may be longer than 1 January 2020;
- The importance of open archives and repositories for hosting research outputs is acknowledged because of their long-term archiving function and their potential for editorial innovation;
- The `hybrid’ model of publishing is not compliant with the above principles;
- The Funders will monitor compliance and sanction non-compliance.
A new paper at The De Morgan Gazette:
A. D. Gardiner, Towards an effective national structure for teacher preparation and support in mathematics, The De Morgan Gazette 10 no. 1 (2018), 1-10. bit.ly/2N9NU7W
The fragmented, learn-on-the-job English model for ITE is not working.
About this there is little dispute. We analyse why such a system cannot
possibly work for mathematics teaching. We also suggest the need for an improved national framework for teacher preparation and development, based on a limited number of specialist centres, which accumulate expertise over time, and through which planned programmes might be effectively delivered.