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This project, essentially started in September 1995, is based on the recommendations made for mathematics teaching and learning by Professors Werner Blum and David Burghes at the first Gatsby Seminar on Mathematics Education. These recommendations have been expanded and refined and the latest version is given below.

· Topics to be given a more systematic in-depth treatment, with emphasis on the connections between different branches of mathematics.

· Clearly stated schemes of work for each year and differentiated ability ranges.

· More emphasis on practical numeracy, particularly or pupils who will not be continuing their mathematical studies beyond 16+.

· More use of relevant applications, both for course work and for motivation with new topics and concepts.

· Emphasis on a clear, precise description of the basic idea or concept being taught, with worked examples and applications where appropriate.

· Correct, precise, orderly, spoken and written mathematics to be used at all times.

· Greater emphasis on whole-class interactive teaching, with less individualised work during lessons, and with whole class progression sought.

· Homework to be used as a key component of Iearning, bridging the gap between one lesson and the next.

· Individual pupil mistakes to be used as teaching pouts for the whole class.

· Regular testing (including mental tests) linked to schemes of work.

i) all candidates taking two papers for awards up to and including grade C; and
ii) an optional extension paper for award of higher grades.

· Coursework carefully controlled and with a greater emphasis on using applications.

At the heart of our recommendations is the belief that teachers should be at the centre of the learning process, continually reacting to events in the classroom and aiming to keep all children on task.

To help achieve this aim, we have produced this Teacher Support pack which is designed to help put teachers back in the driving seat by providing suitable resources, coursework ideas, tests linked to schemes of work and above all by providing teachers with the advice and support needed for more interactive whole class teaching.

The pack is intended initially for use with Year 10 and Year 11 pupils in the pilot schools taking part in the Mathematics Enhancement Programme (MEP): Demonstration Project. However, we hope that in time it will be available to all secondary mathematics teachers (perhaps also through the internet) and extended to cover Years 7-11.

Whilst we hope that the resources being produced will enhance learning, it should be stressed that the ethos of MEP is based on a delivery method in which the teacher is at the focus of the learning:

· facilitating progress,
· interacting with the class,
· pacing the lesson,
· monitoring progress,
· using non-trivial tasks that require pupils to think,

and, above all, providing the stimulus to enhance progress in mathematics.

Fowey Mathematics Faculty