sou · GSB397 · 2005-01-01 00:00:00 — Utbilda kvalificerade lärare i matematik för alla barn, ungdomar och vuxna Det andra huvudförslaget inbegriper lärarutbildning i matematik för förskola, skola, vuxenutbildning och högskola och även nationell och regional kompetensutveckling för att nå behörighet att undervisa i ämnet. Även den högskoleförlagda delen av lärarutbildningen måste genomsyras av verksamhetsnära och professionsinriktat innehåll med konkreta undervisningsexempel. Speciallärare med inriktning mot olika åldrar, från förskola till gymnasium, bör få specialpedagogisk utbildning i matematik. Incitament måste skapas för att stärka den pedagogiska och matematikdidaktiska kompetensen bland lärare på högskolans matematikkurser. 2A Förbättra rekrytering till och dimensionering av lärar- utbildningen i matematik. 2B Utveckla den grundläggande lärarutbildningen i matematik på alla nivåer. 2C Ge stöd till behörighetsgivande kompetensutveckling och vidareutbildning. 2D Öka anslagen till forskning om lärarutbildning och kompe- tensutveckling. Stöd och samordna alla goda krafter som verkar för bättre lärande och undervisning i matematik Det tredje huvudförslaget gäller utveckling av undervisning och lärande i matematik. Initiativ för att förbättra undervisningen för alla barn- och studerandegrupper i den dagliga verksamheten föreslås. En viktig aspekt av detta är att lärare inom tjänsten måste få möjlighet till kontinuerlig kompetensutveckling, t.ex. om hur man kan utveckla varierade arbetssätt. Nätverk med ämnes- ansvariga krävs för att stödja och sprida goda exempel och lokala initiativ. En nationell webbportal kan ge idéer och konkreta exempel samt utgöra en förbindelselänk mellan fältet och forskningen och olika nationella och internationella miljöer. Utvecklingsprojekt och forskning med inriktning mot under- visning och lärande måste uppmärksammas och resultaten spridas till och diskuteras bland lärare på fältet. 3A Utveckla distanskurser med kompetensutveckling för alla lärargrupper. 3B Initiera utvecklingsprojekt i matematik för alla studerande- och lärargrupper. 3C Skapa och underhåll webbportal med sökbar, samlad information om resurser. 3D Bygg upp och underhåll nationellt och regionalt nätverk av resurspersoner. 3E Öka anslagen till forskning om undervisning och lärande i matematik. Tydliggör och utveckla syfte, mål, innehåll och bedömning i matematik för hela utbildningssystemet Det fjärde huvudförslaget tar upp olika nationella styrdokument som beskriver eller kommenterar matematikinnehållet från förskola till högskola. För högskolans del motsvaras detta närmast av högskoleförordningens krav för olika examina samt kommentar- material som utvecklar idéer om syfte, mål och innehåll. Några viktiga områden är att alla styrdokument från förskola till högskola måste få innehållsrika kommentarmaterial samt att matematik- innehållet i utbildningssystemet fortlöpande behöver diskuteras och förnyas. Ett annat viktigt område är utveckling av allsidiga bedömningsmaterial som svarar mot mål och syften som uttrycks i styrdokumenten. Forskning och utvecklingsarbete vad gäller analys och utveckling av olika utbildningars matematikinnehåll är eftersatt och behöver stärkas. 4A Konkretisera styrdokumentens matematikinnehåll från för- skola till högskola. 4B Diskutera och förnya fortlöpande matematikinnehållet från förskola till högskola. 4C Utveckla variationsrik utvärdering i matematik på alla utbildningsnivåer. 4D Stärk forskning kring kursplaneutveckling och utvärdering. För att handlingsplanen skall få full effekt förordar vi en sam- ordnande nationell projektorganisation . För en sådan matematiksatsning behövs ämnesexperter med kompetens att ta och stödja initiativ, välja och koordinera insatser. Dessutom behövs en ledning med snabba beslutsvägar till ansvariga departe- ment, myndigheter, näringsliv och andra aktörer. I första skedet måste resurser avsättas dels för att bygga upp en projektledning, dels för samordning, spridning och produktion av relevant innehåll. Detta kan vara allt från populariseringar, goda undervisnings- exempel, läromedel för alla nivåer till utveckling av kursinnehåll och styrdokument. Ett stort antal aktörer och miljöer bör stimuleras och engageras i detta arbete och resurser avsättas för att stegvis bygga upp och underhålla nätverk med kontakt- och resurspersoner . behövs inga större organisatoriska förändringar av utbildningssystemet; hög kvalitet i undervisning och lärande kräver främst kunniga och engagerade lärare samt god tillgång på relevant innehåll. –att det skapas en nationell projektorganisation för genom- förande och uppföljning av handlingsplanen. Denna skall samordna, stödja och ta vara på lokal och regional verksamhetsutveckling. –att centrala delar av dokumentation och arbetsmaterial från arbetsgrupper och från studier som delegationen låtit göra skall redigeras, publiceras och användas i planering och genomförande av handlingsplanen. Situationen för svensk matematikutbildning är allvarlig. Betydande ekonomiska resurser behöver tillskjutas för att vända negativa trender och nå regeringens högt ställda mål. Flexibel styrning och omfördelning av tillgängliga resurser samt tillskott från nationella, regionala och lokala nivåer är nödvändiga ingredienser. I konse- kvensanalysen kring kostnader gör delegationen den bedömningen att det för genomförande av Handlingsplanen behöver tillskjutas , dvs. Den femåriga matematiksatsningen bör utvärderas av en oberoende instans, som följer satsningen från start och fortlöpande dokumenterar och utvärderar Handlingsplanens genom- slag och effekter. Enhancing the status of mathematics The greatest potential for development in Swedish mathematics education can be found in our children and young people. Their inquisitiveness, willingness to work and future dreams are the most important components of development. Everyone, from pre-school children to university and PhD students, enjoys the challenge and the sense of growing self-esteem in pursuing his/her mathematical thinking. For this to be possible, we need to utilize and support the commitment of teachers and provide real opportunities for skills development and good professional performance. Successful practice examples and professional pride, linked to sound subject knowledge, up-to-date research and classroom experience, help enhance the status of mathematics. Developing mathematics education through enriching exchanges of experience and studies demands both time and resources. Teacher education in mathematics needs to be both broadened and deepened. Mathematics education that has meaningful content and meets the demands of today's society requires the participation of knowledgeable, and interested teachers who can guide and stimulate children and young people as they learn the subject. The situation and conditions for teachers are the Delegation's most important issue. Attitudes towards the subject of mathematics are also created and perpetuated outside the education system. Trends, the mass media, and families exert considerable influence over young people's interest in the subject. Turning the spotlight on and arousing interest in mathematics outside the school system can be the key to successful learning for many children and young people. Many compulsory school pupils do not achieve the goals needed to attain a passing grade in mathematics. There is a large group of upper secondary school pupils, especially those studying vocational subjects, who do not achieve a passing grade on national tests. Reports from technical universities around the country indicate both a widening of the gap between different students' prior knowledge and a worsening in the results of introductory mathematics courses. Background material received by the Delegation indicates a negative trend in interest and in knowledge of mathematics among Swedish pupils and students. There are far too few applying for natural science and technical education programmes. In recent years, the results of Swedish pupils in large- scale international surveys have been slightly above average, but interest in the subject has been somewhat below. Recently reported surveys studied by the Delegation do not paint a particularly encouraging picture in this regard. The availability of trained mathematics teachers must improve both in the short term as well as the long term. Many of today's mathematics teachers, from pre-school to higher education, either lack completely or have only limited qualifications in advanced mathematics education and/or the didactics of mathematics education. Reports indicate that the teaching is often traditional and very textbook-oriented, with variation in working methods. These traditions need to be questioned and challenged, educational content must be developed, changes in attitude must be inspired and an interest in mathematics as a subject must be increased. One positive aspect is that teachers have shown a strong to enhance their skills, but have been hampered by organisa- tional obstacles, a lack of time, resources, and long term planning of in-service training in schools and municipalities. Many mathematics teachers are never given the opportunity to enhance their skills in mathematics and/or mathematics didactics at any time during their careers. The Delegation has come to the conclusion that corresponding national or local improvement initiatives have not followed the major overhaul in the content and goals of mathematics education performed during the 1990s. The most recent, large-scale mathematics initiative began nearly two decades ago but was discontinued as soon as it was realized, and therefore we could not reap the fruits of performed measures. The Government assignment received by the Delegation covers the entire education system from pre-school, through compulsory and upper secondary school, to adult secondary, liberal adult and mainstream higher education. The main task has been to propose measures to strengthen mathematics and its teaching. Changing attitudes, increasing interest in the subject and improving the teaching are all key measures. The assignment stresses the need for efforts to be made to increase interest in the study of mathematics, natural science and technology. Other issues highlighted include the education of girls in mathematics, ethnicity issues, teaching aids, the various school groups working together, and using a holistic approach to the subject and its teaching. The Government has very high expectations where, in the future, Swedish pupils in international comparisons will be second to none. These goals also relate to European educational objectives concerning an increase in recruitment into scientific and technical programmes in order to turn the EU into the most competitive and dynamic knowledge-based economy in the world. The Delegation has encouraged an open and transparent a working method. It developed its own website containing information on directives, members, the secretariat, working groups and activities. Many people have contacted delegation members and working groups via the website, made comments and followed the substantial media coverage mathematics has received. The Delegation set up seven working groups at an early stage consisting of people with recognized skills in the field. The main task of these groups has been not only to analyse and summarise reports and other background material but also to find out what has emerged from experts, supplementary studies, seminars and interviews. In partnership with the Dialogue Seminar (Dialog- seminariet) at () in , the Delegation arranged an exhibition including four parallel workshops entitled Our Mathematical Cultural Heritage at 's Royal Dramatic Theatre. The comprehensive reports of the various working groups have formed the basis of the Delegation's efforts to design proposals backed up by concrete examples. Four regional conferences with over one thousand total participants were arranged and a large number of consultations and hearings have also been held. The working groups discussed their thoughts at lectures and seminars at the Mathematics Biennial Meeting in at the end of January 2004. The Delegations' transparent working method has received much praise. In partnership with , the Delegation arranged an international research conference in 2003, the main theme of which was taken from the Government directive. The result of the conference was a book entitled International Perspectives on Learning and Teaching Mathematics; extensive documentation focusing on the relations between research and practice as regards the learning and teaching of mathematics. Groups of delegation members have been on three study trips, to mathematical environments in , in the and . These have provided knowledge and perspectives that have both enriched and inspired the Delegation's efforts. The Delegation has summarised its thoughts as a number of principle standpoints. These form a knowledge and value frame- work for the report. The action plan is to be seen in the light of the standpoints summarised below. Pay particular attention to a child's early encounter with mathematics A small child's first experience in mathematics can be crucial concerning his/her attitudes, beliefs and educational success later in life. Pre-school and early school experiences can have a positive effect throughout ones schooling, from pre-school to higher/adult education. Discovering and working actively with both the strong and weak sides of a child's or young person's knowledge development in mathematics pays extremely high dividends both for the individual and for society at large. Offer meaningful mathematics to all Good, relevant mathematics education should be offered to all children and young people who are capable of completing normal schooling. Students have the capacity to assimilate mathematics as a subject, if they are taught by skilled teachers in a working environment that is conducive to all. Students that exhibit mathematical talent should be given specific challenges to broaden and deepen their knowledge. It is very important to rectify the existing imbalances in gender, social groupings, ethnicity, and in higher mathematics-intensive education. The capacity to understand and use mathematics in everyday situations, in society and in one's professional life must be a palpable component of every person's general knowledge. Society should also offer rich opportunities for experiencing and learning mathematics outside the formal education system. The concept of the mathematics teacher must cover all those involved in the teaching of subjects which involve some mathematical content, from pre-school all to adult education. Common to these teachers is the need to have relevant knowledge in mathematics, the didactics and pedagogy of mathematics, and in the specific subject areas of application. Utilizing the tried and tested experience of teachers, instilling them with a sense of pride and encouraging them to share their professional knowledge are all important aspects. Teachers must be given time, resources and significant opportunities to discuss mathematics and its teaching with their colleagues and to regularly update their skills in order to be able to improve their teaching and strengthen their professional identity. Uneven recruitment into teacher education with respect to gender, ethnicity and social background is most unfortunate and considerable efforts must be made to attract underrepresented groups. The growing trend of silent counting in Swedish schools is harmful. For pupils to feel inclined towards really wanting to learn meaningful mathematics, better use must be made of teacher skills, and time must be set aside for teaching the subject. Teachers must be given the opportunities to actively manage and vary their classroom activities. Developing learning and knowledge should centre on the environ- ment in which the teaching is taking place and in a partnership between teachers, mathematicians and didactic specialists. Varia- tion and creativity are key words in order to increase interest in and to learn mathematics. Local initiatives, enthusiasts and pioneers should always ensure that learning mathematics is as multifaceted as the subject itself and these people must be given powerful support. Strengthen cooperation between education participants Development aimed at real change must converge with existing educational cultures in a long-term, sustainable and respectful way. The real bearers of these cultures must play a key role in develop- ment and strike up a long-term cooperative relationship within the entire education system, from pre-school to higher/adult educa- tion. A conscious, respectful spirit of cooperation among teachers in the field and teachers and researchers within higher education should permeate teacher education in mathematics. A continuous dialogue between mathematicians and mathematic didactics specialists is needed in order to develop mathematics education on all levels, from pre-school to higher education. Research into the didactics of mathematics should be further developed in and the dissemination of national and international research findings to pre-schools, schools and universities should receive more support. Highlight the role and significance of mathematics Greater awareness of the value and practical significance of mathematics in the entire society is required. Modern mathematical knowledge is multifaceted and covers theoretical knowledge as well as specific mathematical skills. Furthermore, insight and sound judgement are required regarding the role of mathematics in history, in contemporary society and in culture as a scientific tool as well as regarding its status as the largest school subject in the Mathematical knowledge should be an integral part of both citizenship and general knowledge. Better recruitment into natural science and technical programmes is an important social issue. It presupposes that young people are presented with a more mirrored and conscious image of mathematics and its significance. It is important for the country's mathematical research, post-graduate, and university studies to be able to converge with and participate in the intensive and dynamic development processes in which the science of mathematics currently finds itself. Cooperation between mathematics education, the business sector and society at large needs to be developed and courses must be given meaning and animation in relation to the student's chosen vocational education both in upper secondary school and higher education. Everyone should question and challenge traditional, negative attitudes and beliefs concerning mathematics. Those who are well informed should demonstrate that the richness of the subject could break vicious cycles and substantially help to improve both teaching and recruitment. This presupposes the improvement of both teacher education and mathematics teaching. The teaching of mathematics must emerge as meaningful, challenging and fascinating, every day from pre-school to higher education. Support and coordinate all the positive forces Interaction between local, regional and national participants is the way forward. Local projects can be supported in the form of train- ing and resources and be encouraged to share newfound experien- ces, analyses, needs and best practices. Differing perspectives can be mutually enriching in a continuous development process. We see the participation of everyone involved in this develop- ment project as a foregone conclusion. The focus is on the actual learning of mathematics. Children, pupils and students should be seen not as objects and consumers but as subjects and co-producers who share responsibility for greater quality in mathematical knowledge. Innovative people and environments should be given particular attention and support on a national level, in order to act as driving forces in the development process. All children and young people should have equal opportunities to learn mathematics in a well thought-out context from pre-school to higher education. action plan involves support for multifaceted contact between teachers and other various types of education providers. Investing in mathematics involves up extensive, sustainable networks and structures for development. There can be no time limit imposed on this initiative. It should be seen as a springboard towards a new method of long-term thinking and working. The Mathematics Delegation's action plan The Delegation puts forward four main proposals, which are broken down into eighteen sub-proposals. Opportunities and problems concerning the main proposals are discussed. than 150 concrete examples of measures for different target groups (from pre-school to higher education and the society at large) are linked to the sub-proposals. Coupled with a description of how we see responsibility, implementation and impact issues, this constitutes the Mathematics Delegation's action plan. The four main proposals concern the following areas: Society and the general public, Teacher education, Skills development, Learning and teaching, Goals, content and assessment of mathematics education at different levels. The proposals are not just directed at central agencies, authorities, higher education institutes and school governors, but is also aimed at parents, organisations, institutions, associations and networks in society and the business sector interested in or with resources for improving Swedish mathematics education. Support and develop activities to increase interest in and provide greater insight into the value, role and significance of mathematics in everyday and working life, science and society The first main proposal covers issues concerning attitudes and beliefs surrounding mathematics and its use in society, at work and in everyday life. Initiatives and participants who are not part of the traditional education system are to receive particular attention. Traditional opinions can be questioned and up-to-date images of mathematics presented via mass media, books and other channels of communication. Parents (who can be supplied with special material on how small children develop concepts) constitute an important target group. Another key group is made up of young people from environments with weaker study traditions. participants outside the education system include the business and public sectors. These can demonstrate how mathematics and mathematical knowledge permeate various working life activities. 1A Disseminate inspirational examples of the development and use of mathematics. 1B Provide new opportunities for mathematics liberal education for all. 1C Enrich the image of mathematics in the mass media. 1D Invest in cooperation concerning mathematics in working life and schools. 1E Support research into the attitudes towards mathematics in society and in the education sector. qualified teachers in mathematics on all levels for all children, young people and adults This second main proposal covers teacher education in mathematics for pre-school, school, adult/higher education as well as national and regional in-service training for teachers to certify eligibility for teaching the subject. The theoretical part of teacher education (taking place at the teacher training college) must also be permeated by workplace-related and professionally oriented content using concrete teaching examples. Teachers for special needs education focusing on different ages, from pre-school up to upper secondary, should receive special needs education in mathematics. Incentives must also be created to strengthen the skills of university/college mathematics teachers in pedagogics and didactics of mathematics. 2A Improve recruitment and dimensioning of teacher education in mathematics.