The Supporting Transitions Across Mathematics and Physics Education (STAMPEd) project is a three-year project that aims to support teachers and students that are working within and across educational transitions. The project has been funded as part of the Erasmus+ KA201 programme.
The main aim of the STAMPEd project is to develop ways that both pupils and teachers can be supported in these transitions. The project will aim to build on the work already done in the Erasmus+ funded 3DIPhE (Three Dimensions of Inquiry in Physics Education) Project. In particular support teachers to carry out Practitioner Inquiry (PI), and forming Professional Learning Communities (PLCs) of teachers.
Transitions in education can provide several challenges for both students and teachers. Between the ages of 10 and 16 students undertake several transitions in their school lives. These include transitions across school systems (e.g. primary level to second level), transitions between different teachers, transitions across subjects (for example from general/broad science curriculum to a specialised physics curriculum and transitions across maths and physics) and several other social transitions. These challenges can be particularly prevalent in Mathematics and Physics, as from the ages of 10 upwards, students can begin to have specialist teachers in these subjects, and links start being made between the two subjects.
Transitions in education can provide several challenges for both students and teachers. Between the ages of 10 and 16 students undertake several transitions in their school lives. These include transitions across school systems (e.g. primary level to second level), transitions between different teachers, transitions across subjects (for example from general/broad science curriculum to a specialised physics curriculum and transitions across maths and physics) and several other social transitions. These challenges can be particularly prevalent in Mathematics and Physics, as from the ages of 10 upwards, students can begin to have specialist teachers in these subjects, and links start being made between the two subjects.
The STAMPEd project aims to have 4 key outputs:
Output 1
A collection of co-designed rich classroom tasks in both mathematics and physics that support student learning across transitions
Output 2
A collection of teachers’ experiences developed through Professional Learning Communities of teachers working within and across transitions.
Output 3
A structured 5-day course for enhancing teachers’ competences to support teaching and learning across transitions.
Output 4
Research report on supporting students and teachers in transitions across mathematics and physics.