I agree with the premise that we must demonstrate that we value maths teachers, in order to attract the best. Money isn’t always the answer, though it is a part of the issue.
This animation works through numbers, showing by pattern arrangements, how non-prime numbers can be factorised, but prime numbers cannot.
The author of Bad Science, a book which debunks lots of pseudoscience, presents a paper supporting the idea of Education Policy being driven by methods that have been scientifically demonstrated to work well, rather than the hit-and-miss political approach we currently ‘enjoy’:
The idea of using evidence-based policy is presented rather convincingly in The Geek Manifesto.
“In secondary school, however, parental engagement can often drop away altogether. Sometimes it’s because teenagers simply don’t want to engage with their parents on anything. Just as often, though, it’s because parents don’t feel empowered to help. They don’t recognise the maths their teenager is doing (or if they do, they can’t remember how to do it) and in many cases they share their teenagers’ doubts as to whether any of this stuff is relevant in any case.”
See link here
“I think we all know the problems with the existing 5 A*-C including English and Maths threshold. Many schools are allowed to coast, safe in the knowledge that they will cross the line in any case. In other schools, too much pressure is placed on a handful of teachers, teaching a handful of children, while the rest can be given less attention. The system all but guarantees us a 40-50% system, since schools only have to get a small number of extra children over the threshold.
Once more, if I am honest, I do not understand how anyone could ever have thought that this was a sensible method by which to judge our schools.
We propose instead to judge schools by two yardsticks. The first is a C grade threshold in English and Maths. The reality is that both further education and employers do place a unique value on these qualifications. It is right and proper that schools should do all they can to get as many children over this line as possible. And there are schools up and down the country who achieve amazing results on this measure. The head of Bishop Rawstorne school in Lancashire gave a seminar in the department recently. 81% of his pupils get at least a C in both subjects. It can be done, and, bluntly, it must be done.
The second yardstick is the average progress pupils make in 8 subjects. These 8 must include English and Maths, any three EBACC subjects, and any 3 other subjects. This last group can be traditional academic subjects, or creative subjects, or vocational subjects. This yardstick rewards those schools that get a pupil who is genuinely struggling up from 5Es to 7Ds. It rewards those schools that get bright pupils up from 7Bs to 8A*s. In fact, we think it rewards all schools for teaching all pupils well.”