Branching out Has So Much to Offer

• Published in: Mathematics Teaching no. 231; pp. 23 - 24
• Main Author: Murray, Joe
• Format: Journal Article Trade Publication Article
• Language: English
• Published: Derby Association of Teachers of Mathematics 01.11.2012; The Association of Teachers of Mathematics
• Subjects: Algebra; Associations; Braille; Classrooms; Communities of Practice; Community Relations; Elementary School Teachers; Foreign Countries; Games; Learner Engagement; Mathematics; Mathematics Education; Mathematics Instruction; Mathematics Teachers; Meetings; Number Concepts; Opportunities; Professional Associations; Teacher Associations; Teaching; Teaching Methods; United Kingdom; Workshops; United Kingdom
• ISSN: 0025-5785

In 1989 there were thirty ATM branches nationally. In January 2012 there were just twelve ATM branches with another three "proposed". How can that happen? How did it happen? Maybe the most pertinent question is: Why did it happen? There is no single answer to the last question, but perhaps it was something to do with the changes that were sweeping through schools over the timescale. CPD in mathematics became accessible and, for the most part, was provided at "no cost" to schools. Teachers' lives became busier, and demands such as national testing encroached on "time outside the classroom". Today, however the CPD landscape is very different, accessibility is much reduced and cost is much increased. So, no surprise that many classroom teachers have little opportunity to appreciate what is going on "outside their own classroom", yet alone "outside their own school". Has the time come for subject associations to "fill the void"?