Theoretical background and rationale Recent changes in the A-level (16-18 yr olds) curriculum mean that Biology teachers are confronted with more mathematics to teach (DfE, 2014). This initiative set out to design a one day course for these teachers to address some of the gaps in mathematical content knowledge, to build maths confidence. We report on a study in which three biology teachers, a biology education researcher and a maths education researcher collaborated in a Community of Interest (CoI) (Fischer, 2001) to develop a professional development day covering maths skills in A level Biology. Within these CoIs teachers who co-design and use resources for teaching, can contribute to their own professional development (e.g., Jaworski, 2006). The day was approached as a boundary object (Akkerman & Bakker, 2014) as it resides on the boundary of two distinct dimensions, one the practical-theoretical cut between practice and research, and one the two disciplines maths and biology. Involving teachers in the design of continuing professional development (CPD) – Maths in the new A level Biology curriculum Dr. Christian Bokhove and Dr. Carys Hughes CSciTeach MRSB Research design and methodology The study consists of two parts. In part A, which is process oriented, the CoI of three Biology teachers, one maths education researcher and one biology education researcher, set out to design the one day course. In part B the one day course was delivered to a group of Biology teachers (N=22). Part A was constructed along the lines of a course design and review model, excluding the assessment element (Butcher, Davies, & Highton, 2006). Three two-hour sessions with the teachers were organised. The first session considered the aims of the one day course, the second the mathematical content, and the third the actual delivery and teaching/learning methods. During the session field notes and recordings were made. After delivery of the CPD there was an evaluative focus group. Part B involved the delivery of the one day course to 22 biology teachers. This day focused on exponentials/logarithms and statistics. The aims, accompanying content and pedagogical design of the day were designed by the CoI. We were interested in hearing about maths confidence, evaluation and impact, and used a range of questionnaire instruments to collect data. For example, to gauge maths confidence we used two subscales of modified Fennema-Sherman Attitude Scales (Fennema & Sherman, 1976) on personal confidence about maths and usefulness of maths. Conclusions and discussion The preliminary findings of this study suggest that it is beneficial for teachers’ professional development to work in a CoI with researchers to design CPD for their peers. However, our conclusions are limited by the following factors. • It will be important to be realistic about the feasibility of involving teachers in a design process or even to attend a one day course. We specifically tried to (i) keep the design process ‘short and sweet’ and planned in twilight sessions, (ii) offer the day for free to increase uptake, and (iii) planned the day after exams, avoiding peak workload moments. • Data collection: all data collection that was planned after the one day course was hard to collect. Nevertheless, it is very worthwhile to further investigate the potential of the approach. • The fact that the teachers involved in the CoI reported an increase in maths confidence, but the teachers who attended the course and completed the maths confidence survey did not brings into question whether “maths confidence” has been adequately measured. It also suggests that the longer term involvement in the CoI had more impact that a one day course. Key objectives The study intended to answer the following questions about the design of the day course: 1. In what way can these teachers contribute to the design of the delivered session? 2. What impact does the involvement in the design process have on their professional development? 3. What impact does a one day maths course for the new Biology A-level curriculum have on participants’ maths confidence and teaching practice? Findings Part A – Teacher involvement in course design 1. The teachers identified aspects of maths that biology teachers would find hard to teach, the level at which the maths should be pitched and appropriate biological contexts in which to teach the requires maths skills. 2. The teachers expressed improved confidence in teaching the maths in A- level biology, which they felt would transfer to their students, improving their confidence in maths in biology also. They felt less “scared” is a student did not “get it” first time, as they could now explain the maths process is different ways, use different language, or a different example. The greatest perceived benefit to the teachers was the CoI, in which knowledge and resources were shared. Part B – Impact of one day course 3. An initial survey of participants indicated that teachers valued the elaboration of new content on exponentials/logarithms. The statistical content was well-known already but the chosen teaching and learning methods allowed attendees to compare and discuss their own pedagogies in teaching statistics, which built confidence. Finally, the maths confidence questionnaire showed that the teachers thought they could learn maths, and found it important for their work, but that they needed support because it was difficult. However, in general there was no effect on their maths confidence. A follow up survey 4 months after the course indicated that maths confidence may have fallen slightly. REFERENCES Akkerman, S., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of educational research, 81(2), 132-169. Butcher, C., Davies, C. & Highton, M. (2006). Designing learning. From Module outline to effective teaching. London & New York: Routledge Department for Education (2014). GCE AS and A level subject content for biology, chemistry, physics and psychology. Fennema, E., & Sherman, J. (1976). Fennema-Sherman Mathematics Attitudes Scales. JSAS Catalog of Selected Documents in Psychology, 6(1), 31 Fischer, G. (2001). Communities of interest: learning through the interaction of multiple knowledge systems. In the Proceedings of the 24th IRIS Conference A. Morch, A. Opdahl (Eds.) (pp. 1-14). August 2001, Ulvik, Department of Information Science, Bergen, Norway. Jaworksi, B. (2006). Theory and practice in mathematics teaching development: critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education187-211. Contact: [email protected], [email protected] We thank the teachers for their participation: Hilary Otter, Rebecca D’Silva and Nicky Miller Resource page produced for the maths in biology course How many times can you fold a sheet of A4 paper and how does this link to maths and biology? What are your experiences of collaborating with teachers in communities of interest?