Questionnaires
Observation of teacher maths sessions
Observations of classrooms
Interviews
Documents
Case study
Evidence of whether working together on
mathematics is worthwhile for teachers?
Questionnaires:
 what did you learn about your own ways
of working?
 what did you learn about other ways of
working?
 what did you learn about how your
students might learn?
 personal enthusiasm ratings
Observation of sessions where teachers
work on maths together:
 record of issues discussed during doing
maths
e.g. challenging maths knowledge
learning more maths
common difficulties
 voice tone
 energy
 enthusiasm
 changes of role
Pre/post-session interviews with teachers
 range of possibilities – not just ‘my’ way
 desire to do it again
 shifts in attitude; beliefs about maths;
ways of teaching; types of task used
Documentary evidence
 department agendas
 lesson plans and emails about
comparing lessons
 mapping a trail of what happens next –
into classrooms
 record of ‘spread’ of ideas – into
classrooms
Classroom observations/ lesson plans/
department discussions
 impact on pedagogy
 teaching in a way you would not have
thought of before/ support
Case study over time/evaluation
 network attendance
 what kinds of interaction are more/less
effective in enhancing practice?
 retention of teachers
Audit mathematical problem solving skills of
department
Evidence of benefit to learners?
(Longitudinal) case study
 Audit p/s skills
 Combinations of observations,
management observations and q/aires
 Variety or nature of pedagogical
approaches used
 More challenging tasks given
 Mapping a trail from department
meetings to classrooms and back
 Descriptions of spread of practice
 Increasing reference to mathematical
structure and other mathematical
knowledge
 Changes in what students/ teachers do
when they don’t understand – how they
seek and use help
Documentary evidence
 Take up of A-level maths
 Grades
 Measures beyond SATs
 retention
Asking teachers
 Do NQTs have opportunity to put ideas
into practice in a supportive
environment?
 Asking about changes in teaching
 Track whether specific experiences were
used when planning future teaching
 About student progress
Asking students
 about changes in teaching
 pupil questionnaires and interviews and
other ways of getting their views
 attitudes towards ‘new ‘ ways to learn
 about their progress
Observing lessons/ assessment tasks/
structured observations
 Language use
 Willingness to do unfamiliar tasks
 Methods of approach to unfamiliar tasks
 Learners able to pose (and work on) own
problems
 Quality of dialogue
 Quality of learning
 Body language
 look for hypothesising, generalising
 changes of role