PGCE Mathematics
- What will I study?
- Who will support me?
- Who comes on the course?
- How does this fit in with the MEd?
- Do you have any advice for my application?
Introduction
Mathematics equips pupils with uniquely powerful ways to describe, analyse and change the world. It can stimulate moments of pleasure and wonder for all pupils when they solve a problem for the first time, discover a more elegant solution, or notice hidden connections. Pupils who are functional in mathematics and financially capable are able to think independently in applied and abstract ways, and can reason, solve problems and assess risk. (National Curriculum in Mathematics – 2007)
Mathematics is a compulsory subject for pupils up to the age of 16. A good level of mathematical knowledge, a passion for the subject and the desire to help pupils make sense of mathematics are important attributes for those who wish to teach maths. The Secondary Mathematics PGCE is a one-year course for graduates whose degree has entailed a substantial study of mathematics. Suitable degrees include those in mathematics, mathematics with statistics, computer science, engineering, physics, and some combinations within natural sciences.
The mathematics course aims to familiarise students with the ways in which mathematics teaching and learning is organised across the secondary age and attainment range in the state sector, and with the variety of teaching approaches and resources available. The Faculty-based course is closely linked to a programme of classroom experience in local state schools, supervised by experienced teacher-mentors.
What will I study?
The Mathematics PGCE course aims to enable trainee teachers to experience and explore different ways of teaching and learning mathematics. The Faculty based teaching sessions take place in a workshop atmosphere in which participation by the trainees is an important feature. The sessions are taught by highly experienced Senior Lecturers or by serving teachers from schools within the PGCE partnership.
Some sessions focus on different aspects of the curriculum, while others look at aspects of teaching, such as using an interactive whiteboard. All of the sessions include opportunities for critical reflection, and encourage the trainees to link their practical, school-based experiences (from their observations or from their own lessons) with the research literature they have read.
In the first term the themes of the Faculty-based teaching are linked with the weekly tasks that trainees carry out during their time in school. Weekly mentor meetings allow the school-based mentor and the trainee to create an appropriate training plan for the following week.
Who will support me?
The mathematics course is run by Libby Jared at the University. Each secondary PGCE course has a seconded mentor, an experienced teacher who assists the subject lecturer for one day each week by teaching some of the sessions, marking written assignments, observing trainees in school and working with new mentors. Mark Dawes, Advanced Skills Teacher from Comberton Village College, is our seconded mentor in 2008-09. Libby and Mark liaise with the in-school mentors.
Support in School: The Mentor
The mentor is the first port of call for the trainee during school placements. The mentors are all experienced teachers and many of them were themselves trainees at Cambridge! The mentors work closely with the Faculty to ensure that the training given in school supports and enhances the teaching trainees receive from within the Faculty. Mentors also enjoy having trainees in school and not only developing the trainees' skills but also learning from their ideas too.
Trainees observe different members of the maths department and work with several teachers during each placement, but have a formal meeting every week with their mentor. This involves reviewing the previous week, assessing current needs and devising training activities for the next week. The work with the mentor is complemented by a whole school programme of Professional Studies run by the Professional Tutor (usually a member of the Senior Management Team) in school.
"Working with different classes in schools has been excellent, particularly during the second school placement, where I have been able to work with a group for an extended period of time and have been able to see them develop and progress." (Cecilia: 2007-8)
Each trainee is placed at two contrasting schools throughout their PGCE course. At the beginning of the year, trainees start by teaching segments of lessons, often in teams with either the mentor or another trainee. The mentor will always be close at hand and will observe much of the trainee's early teaching. During their second placement trainees are given increasing responsibility for classes across the age range and gain further pastoral experience. Trainees also have the opportunity to broaden their experiences within the department and the school.
"It has been very hard work at times but I feel incredibly lucky to have had such good support from the staff at the Faculty and at my placement schools." (Adam: 2007-8)
Who comes on the course?
Trainee teachers at Cambridge come from a wide variety of backgrounds. Here are profiles of six trainees from the 2007-2008 cohort:
Naomi: I did a degree in civil engineering, however after spending a few weeks teaching in Kenya I realised that I wanted a career that was focused on people. I decided to apply to Cambridge because I had heard good things about the course from people who had previously completed it. The course has been more demanding than I expected but I have enjoyed almost every moment of it. The subject lecturers have been inspiring and during the school placements I have had the opportunity to both observe some great teaching and develop my own style in the classroom. Even though there is a significant amount of work it has been worth it and I have made some fantastic friends along the way.
Adam: I had a background in voluntary youth work and teaching seemed to be an ideal way to combine my mathematical talents with my enjoyment of working with young people. I spent a few months volunteering as a teaching assistant in some local schools before applying for the PGCE. I chose to apply to Cambridge because as well as the university's world-class reputation the city is a brilliant and beautiful place to live. I didn't fully appreciate until I started the course how much there would be to learn, having had a fairly traditional mathematics education, but I have come to realise both how much teachers have to know and do and how wide a variety of exciting ways there are to teach the subject.
Cecilia: I used to teach IT to adults, but having two children of my own and watching them grow and learn inspired me to change from working with adults to children. When I realised I wanted to teach I studied with the Open University to gain a degree. During this time I ran two pre-schools and then moved to become a teaching assistant in a local secondary school to gain experience of working with this age group. There is plenty of support along the way, from tutors, mentors and other trainees, and the course is structured so you can build up your knowledge and experience in a very progressive way.
Jamie: After my degree in computer science from Imperial College, London, I worked in investment banking and medical publishing. A number of my friends had changed careers to become teachers and, inspired by their comments, I signed up for a TDA 'taster course' in a local school. I very much enjoyed this and it showed that teaching was the career for me. Cambridge's reputation stood out above the crowd. The activities and the tutors' ethos at the interview matched my views of what makes mathematics interesting and so I was overjoyed to gain a place on the course. A great strength of the course has been the other trainees. We come from a wide variety of backgrounds so there are lots of ways that we have been able to support each other and bounce ideas around. The tutors have run an excellent course, getting us to think about maths in different ways and to understand the difficulties and misconceptions pupils have in this vitally important subject. My two placement schools have been very supportive and a great experience. They were very different from each other and have helped me develop enormously as a teacher.
Carolyn: I worked for a major oil company and spent 25 years in various commercial and financial management roles. During my business career I always enjoyed the teaching and mentoring aspects of the role and many people used to tell me "you should have been a teacher". In 2007 I decided to take early retirement from industry and retrain as a teacher. Mathematics has always been a favourite subject of mine and I found many of my work-colleagues were intimidated by mathematics. The other trainees were very friendly; being older than the majority of the cohort was not an issue. My most rewarding school experience has been when pupils have become excited about their mathematics. The PGCE is tiring but rewarding.
Ben: Before starting the PGCE course I completed an BA in Education in Mathematics at Homerton College, Cambridge. At the beginning of that course I chose education as something to keep me from having to do 'pure' mathematics! After spending two weeks in a secondary school I decided I would like to teach and mathematics was the logical choice. I wanted to do something fun and creative at the same time as being challenging and rewarding and I hoped that teaching would meet all of that! The course has definitely provided those things plus more. It is very hard-work and can be stressful but the support in terms of weekly meetings with school mentors and the support from faculty based lecturers and school teachers helps. If you are thinking about applying, I would definitely encourage you; the course is without doubt an outstanding preparation for a teaching career. I would however think about getting some experience in a school before you apply to satisfy yourself that teaching is for you. Now I can't wait to start my full teaching career and I am looking forward to making a difference to kids' lives and making maths exciting!
How does this fit in with the MEd?
The Faculty offers a part-time Master of Education course that is usually completed over two years. The Cambridge PGCE can count for the first of these two years, with the second year being completed part-time either during the first or second year of teaching.
To be eligible for the MEd course, trainees must pass all of the examined elements of the PGCE course.
Some students follow the Researching Practice module from the selection available within the MEd courses, designed especially for early career teachers. Other options include the International Perspectives on Maths Education course.
For more information, visit the Master of Education (MEd) page.
Do you have any advice for my application?
It is very important that candidates are able to talk at interview about their views of mathematics and maths education. To help with this we strongly recommend that all applicants spend at least one week in a state secondary school prior to being interviewed.
It would be desirable for candidates to apprise themselves of the latest developments in maths education and other educational issues.
For full application details visit our PGCE admissions page.
And finally:
"To thrive as a teacher you need a real passion for working with children as well as a love for your subject. If you can cope with the endless surprises working in a school will spring on you every day I can't recommend it enough!"
(Adam: 2007-8)