Michael Boucher, Lecturer in Maths at East Surrey College, discusses Taking part in the CfEM Teaching for Mastery Trial, and the impact it has had.
The CfEM Whole College Approach programme aims to support colleges as they explore areas for improvement and develop plans to address weaknesses that are tailored to their unique college context.
A blog by student engagement coaches Sarah Stokes and Georgina Norris at Cambridge Regional College on exam anxiety.
There are numerous reasons why many young people struggle with maths resits. This article suggests practical solutions to the widespread issues faced by 16-19 maths learners and staff.
There are often times when you are faced with an uphill battle with motivating and engaging our learners, but sometimes, a day can stand out to you as one of the best in your career.
Cath Gladding, National Research Adviser at the ETF, looks back at the impact of Centres for Excellence in Maths Action Research Mentors.
Examining how learners gain confidence from trying things in different ways when it comes to mastery of maths topics.
Centres for Excellence in Maths National Trials Director, Geoff Wake, gives an update on the programme at the turn of the new year.
Shabana Raman, Director of Mathematics Improvement, East Kent College Group, discusses a responsive approach to teaching Mathematics Functional Skills and GCSE Re-sits.
Byron Sheffield from Leyton Sixth Form College writes about involvement in the national mastery trials and improving approaches to GCSE maths resits.
The University of Nottingham research team write about controlled trials of approaches to teaching for Mastery, aiming to improve learner understanding of concepts underpinning the GCSE mathematics curriculum.
Rosie Sharp, Director of Quality, Faculty and Higher Education at Fareham College writes about coaching to build maths students’ confidence.
Julie Savage and Georgina Norris from Cambridge Regional College discuss the benefits of coaching for mathematics GCSE-resit students.
An increasingly well-known example of classroom technology for teaching maths is Desmos Classroom. However, Desmos classroom can be used in a range of contexts. Teachers from CfEM colleges and their partners who took part in the action research professional development in 2020-21 experienced using it from the perspective of a ‘student’, to complete pre-session activities.