Investigating the impact of 10 years of Maths Hubs: Negotiating the tensions between research finding and cause/effect connections sought by providers of professional development
This paper is a part of a Knowledge Exchange project with a Maths Hub within the Midlands region of England. Maths Hubs are major providers of professional development (PD) for teachers of mathematics having been funded by the government for ten years. The aim of the project was to develop an understanding about how the impact of Maths Hub activities could be evaluated. We focused on NCETM Maths Mastery due to the pivotal role it plays in the hub activities. The theoretical framework developed for this study draws on the PD models of Guskey (2002) and Desimone (2009). Following a qualitative research design, data was collected through semi-structured interviews. Our initial findings show that knowledge and understanding about Maths Mastery vary considerably, even among those with long standing and substantial involvement with the Maths Hub. Moreover, assessing PD to identify concrete links with outcomes, as the providers sought, is problematic.
History
Author affiliation
College of Social Sci Arts and Humanities EducationVersion
- VoR (Version of Record)