Draft:Secondary Mathematics Individualized Learning Experiment

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The Secondary Mathematics Individualised Learning Experiment (SMILE) was a pioneering educational initiative developed in the 1970s by practicing teachers under the Inner London Education Authority (ILEA). Drawing inspiration from projects like the Kent Mathematics Project in the 1970s, SMILE was characterized by its hands-on, individualized approach to teaching mathematics to high school students.

Origins and Development[edit]

SMILE originated as practical activities for secondary school students. It evolved into a complete individualized scheme, centered around a network of activity cards and assessments, aimed at fostering student autonomy and encouraging engaging, problem-solving-based pedagogy..[1]

Teacher-Led Curriculum Change[edit]

The program exemplified teacher-led curriculum reform, allowing educators to exercise autonomy,[2] and adapt to the unique challenges and needs of students in Inner London schools. This reflected the educational policy, culture, and practices within the ILEA.

Inclusive and Creative Approach[edit]

Emphasizing inclusive teaching, SMILE catered to all students, irrespective of their gender, ethnic heritage, or learning style. It integrated aspects of mathematical history and graphics into its curriculum, making learning more relatable and comprehensive.

Learning Methodology[edit]

Worksheets were central to the SMILE approach, allowing a kind of supervised learning where students used answer books to deepen their understanding of the material. This was a kind of self Supervised learning.[3]

Professional Development and Support[edit]

The program provided teachers with professional development opportunities, resources, and support to deliver high-quality mathematics education, incorporating hands-on activities and real-world applications.

Collaborative Networks[edit]

SMILE fostered a collaborative environment among teachers, promoting a supportive community of mathematics educators who shared ideas, experiences, and best practices.

Technological Integration[edit]

To support the educational efforts, a collection software packages known as MICROsmile [4] were developed, designed to run on BBC Micro computers, further enhancing the learning experience.

Expansion and Legacy[edit]

Initially focused on London, SMILE expanded across the United Kingdom and beyond. Its legacy [5] is evident in its lasting impact on mathematics education, influencing modern approaches that prioritize individualized, student-centered learning and resource-based teaching methods.

In summary, SMILE represented a significant shift in mathematics education, moving towards a flexible, student-centered approach and leaving a lasting impact on the educational landscape[6]

References[edit]

  1. ^ The Origins and Continued Life of SMILE Mathematics
  2. ^ Adams, Gill; Povey, Hilary (2018). ""Now There's Everything to Stop You": Teacher Autonomy then and Now" (PDF). Sociopolitical Dimensions of Mathematics Education. ICME-13 Monographs. pp. 209–230. doi:10.1007/978-3-319-72610-6_12. ISBN 978-3-319-72609-0.
  3. ^ Exemplar SMILE Worksheets
  4. ^ MICROsmile
  5. ^ "Landscaping Mathematics Education Policy: Landscaping national mathematics education policy" (PDF).
  6. ^ Mathematical Mindsets: Unleashing Students' Potential through Creative Mathematics, Inspiring Messages and Innovative Teaching, 2nd Edition
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