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Better Mathematics
The Low Attainers in Mathematics Project (LAMP) was one of three post-Cockcroft, Department of Education and Science (DES) studies related to low attainers. The Project was based at the Mathematics Centre, West Sussex Institute of Higher Education (WSIHE).
The Project aimed to develop and encourage 'good practice' in mathematics teaching. At the time of the report the work was still ongoing as development was taking place in the classrooms of some 2000 teachers throughout six local authorities with students across the age and ability range.
The work undertaken by teachers deliberately focused on improving students' achievement, attitudes, confidence and interest in mathematics. They were released from their teaching commitments on one day a week for a year which enabled them to engage in even greater reflection, experimentation and evaluation of their own classroom practice. This research was supported by substantial 'case study' writing produced by each of them over a period of two years.
The recommendations for action and the statements made are careful distillations of these experiences. The report was an invitation to those concerned with education at all levels to experiment, discuss, debate, strengthen and refute as a result of their own experiences.
Specific concerns such as the problem of girls and mathematics, and the use of computers in mathematics, important as they were, did not emerge as different in essence from the Project's general concern to improve the quality of students' mathematics. Computers brought a wealth of new possibilities to the mathematics classroom.
The Report is presented in a dialogue style with quotations which are not simply illustrative. They contain important points and in many ways may be considered the main part of the text. Each chapter of the report considers a major focus and emphasis of the Project's work, and concludes with a summary, outlining the situation at present and recommendations for action and aims to some extent to be self-contained.
Chapter 1 Introduction
Chapter 2 Children Learning Mathematics
Chapter 3 Aims and Actions
Chapter 4 Teacher Development
Chapter 5 Widespread, Sustained Curriculum Development
Chapter 6 Schemes
Chapter 7 Working Across the Curriculum
Chapter 8 Evaluating and Assessing Mathematics
Chapter 9 Parents
Chapter 10 Epilogue
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