YDM Enrichment and Extension

Background

The YDM Enrichment and Extension pedagogy is currently used in only one project, the Mathematicians in Training Initiative (MITI). MITI is designed to enable deep learning of powerful mathematics by enriching and extending students' mathematics learning so they have the confidence, interest and ability to undertake senior secondary high-level mathematics subjects. The aim of MITI projects is to increase participation in mathematics-oriented courses in TAFEs and universities. The first stage of MITI for Years 7–9 has been piloted in secondary schools since 2014.

MITI projects develop pedagogic approaches that will enable deep learning of powerful mathematics ideas by

  • enriching and extending existing teaching in an engaging manner
  • providing engaging mathematically rich tasks to widen and deepen instruction and assessment.

Although originally aimed at the more able students, MITI materials have been trialled in a variety of classes and found to be of benefit to all students. Many teachers are using the materials with lower performing students to provide enrichment as well as with special high performing classes.

MITI Stages

The YDM Enrichment and Extension pedagogy in the MITI project is developed through three stages as follows. These stages prepare for teaching Years 7–12 to Mathematics B and C level (in Queensland).

  • Stage 1: Investigations and problem solving (Years 7 to 9). This stage focuses on enriching and extending the YDM pedagogy to enable mathematics teachers to:
    • identify, modify, and construct investigations and problems appropriate for their Years 7 to 9 students
    • effectively teach Years 7 to 9 mathematics using investigations and problems
    • build student motivation, confidence and understanding for high-level mathematics in Years 10 to 12.
  • Stage 2: Building curriculum for future learning (Years 7 to 10 ). This stage focuses on extending the pedagogy of Stage 1 into a vertical form to enable teachers to:
    • identify vertically sequential relationships between mathematics at a lower level and mathematics at a higher level
    • create engaging instructional sequences that teach lower level ideas in a way that seamlessly extends to higher level forms of the same idea, particularly using digital technologies
    • build student understanding as a rich schematic structure of big ideas that fully includes definition, connections, applications and experiences.
  • Stage 3: Deep applications in futures contexts (Years 7 to 12). This stage focuses on further extending the pedagogy of Stage 2 into applications to enable teachers to:
    • identify the mathematics on which 21st century activities and applications are based, particularly those related to technology and Mathematics B and C content
    • make this mathematics visible to students in a manner that enables deep learning of the mathematics and strong capacity to understand applications
    • connect this mathematics to learning in the wider STEM field (science, technology, engineering, mathematics).

Overall the three stages can be summarised as shown below.

The three stages of MITI
The three stages of MITI

MITI Components

Participants in MITI Enrichment and Extension projects receive professional development and materials that assist in developing deep learning of powerful mathematics. The full MITI project runs for three years (one year for each stage) and includes the following components:

  • professional development for each stage comprising 4 days of face-to-face and 2 days of online professional development per year for up to four teachers from each school
  • resources including books, 45 exemplar investigations for Years 7–9 (correlated to the Australian Curriculum objectives), a collection of pre-empting transition tasks for Year 10, and a collection of 21st century applications to support Maths A, B and C in Years 11 and 12
  • online support through a QUT Blackboard community site.

The interaction and sharing among teachers from different schools is a significant aspect of MITI projects. The YDM MITI online community Blackboard site incorporates and promotes professional collaboration between participating teachers and YDC staff about the use of the tasks and associated teaching strategies. Participants have access to this online resource for an extra year following the end of the project and all task booklets and support materials are available to participating schools from this site.

Download MITI information brochure

Current projects

Mathematicians in Training Initiative (MITI) Metropolitan

Project contacts: Tom Cooper, Jim Lowe

MITI aims to enrich and extend the mathematics ability of students through the development of mathematics pedagogy and materials designed to go beyond the Australian Curriculum and prepare students for higher level mathematics. The MITI project aims to develop the capacity of low SES, mathematically underperforming secondary schools to build strong high-level mathematics (Mathematics B and C in Queensland) classes, providing university opportunities for their students and building mathematicians for the future of Australia. The project involves developing, trialling, evaluating and refining a process that enables secondary schools with low mathematics take-up to improve their post-compulsory mathematics classes and develop potential mathematicians.

Five large Brisbane secondary schools participated in the MITI Metropolitan project during 2015, with a one-day PL workshop held each term. The schools received a collection of 45 Enrichment and Extension tasks for Years 7–9 enabling schools to design a course covering the Australian Curriculum: Mathematics for these year levels using only the 45 tasks.

MITI project (participants only)

Past projects

PEMO Mathematicians in Training Initiative (MITI): 2013–14

The PEMO MITI project aimed to develop the capacity of low SES, mathematically underperforming high schools to build strong high-level mathematics (Mathematics B and C in Queensland) classes, providing university opportunities for their students and building mathematicians for the future of Australia. The project involved developing, trialling, evaluating and refining a process that enables high schools with low mathematics take-up to improve their post-compulsory mathematics classes and develop potential mathematicians.

YDC researchers worked collaboratively with school staff following an action research model to develop approaches that increase Mathematics B and C uptake in the high schools. These approaches included activity across all years of high school to identify potential students and provide them with instruction that enables easy progress to higher level post-compulsory mathematics.

PEMO MITI was one of three projects funded by QUT through Higher Education Participation and Partnership (HEPP) program grants; the other two were PEMO YDM and PEMO PAM.

 

Contacts

QUT YuMi Deadly Centre

Phone: +61 07 3138 0035
Fax: +61 07 3138 3985
Email: ydc@qut.edu.au

School of Curriculum
Faculty of Education
Queensland University of Technology
Kelvin Grove Campus
S Block, Victoria Park Road
Kelvin Grove, QLD 4059
Australia