Transitions Maths 2 course

The Transition Maths 2 (TM2) course was designed to address the transition from school mathematics to university mathematics, with particular focus on helping teachers to increase the numbers of learners obtaining A, B, and C-symbols in Mathematics. It was targeted at teachers with previous experience of teaching FET Mathematics who sought to support and challenge their learners in aiming for higher marks. The course was offered twice in phase 1, with 27 teachers across 10 schools completing the course.

TM2 followed a similar model to TM1, running over 10 months and consisting of 8x2-day contact sessions with assignments between contact sessions. The course content focused on FET algebra, functions and calculus, as well as aspects of trigonometry and Euclidean geometry. We paid special attention to sections within these topics that learners find difficult.

TM2 also involved deliberate attention to elements of mathematics teaching, such as explanations, choice of examples, pacing, and the importance of extending the demands placed on learners. Teachers were provided with a range of resources for learning mathematics, and were expected to make use of technology in their own learning of mathematics.

The course was offered in collaboration with experienced practising FET mathematics teachers from Roedean School and St Johns College. When Phase 2 began we chose to invest fully in the transition from GET to FET mathematics and so we did not continue the TM2 course.

What the teachers said:

I am now able to prepare my lessons very well. I am particular about the language I use in class. I avoid using too much colloquial language and am using much more maths language. 

TM2 will impact my teaching next year because I am confident about topics that learners struggle with.

The most important thing I learned was about the choice of examples I use to introduce the lesson, during the lesson and in the conclusion. 

I am more knowledgeable, confident and clear in terms of approaches to topics, what aspects to be emphasised in my teaching, which misconceptions to deal with for my learners.