ContextIt is recognized that the teaching of mathematics can, particularly in older pupils, be often be categorised as the teaching of processes or algorithms and that pupils do not always see the connections to other skills or other aspects of mathematics or to fully understand the concepts. This projects aims to deepen more pupil’s understanding of key mathematical concepts and so improve attainment.The use of concrete manipulatives is commonly used with younger pupils to support their understanding of mathematical concepts. This project will aim to develop similar concrete manipulative approaches and visual approaches for more complex arithmetical and mathematical concepts.ObjectivesThe project will seek to demonstrate the following key objectives:1.That systematic changes in teaching approaches can be achieved through teacher engagement in continuous professional learning2.That continuous professional learning underpins any long term sustainable approaches to improving pupil experiences3.That continuous professional learning is most effective when teachers are given the opportunity to regularly to share and discuss their learning and classroom experiences with other teachers4.Continuous professional learning based on robust research evidence will lead to improved attainment.5.International cooperation can affect positive change in classroom practice in mathematics and affect wider change across educational systems6.The use of manipulatives improves learning and understanding for more pupils7.The use of manipulatives is well suited to pupils aged 11-18 years old8. Attainment will be improvedParticipantsThe Project will involve mathematics teachers from Glasgow, Modena and BarcelonaActivities1. Joint research into using manipulatives with senior pupils2. Professional discussions on the research at local and international level3. Amended teaching approaches. 4. Video recording and sharing of effective practice5. Transnational meeting to reflect on research, share best practice and observe lessons.6. Summary document to be produced to demonstrate the best practice7. Final Conference in Glasgow to share the practice and impact on attainmentResults1. Improved teacher skills and knowledge in effective pedagogical approaches in mathematics2. Improved attainment3. Sustainable approach to effective system change evidenced ie change built around Research into Action approach with effective professional dialogue effects positive change.Long term benefitsThe long term effects will be that potentially we will affect change in the approaches to teaching older pupils. That traditional approaches to teaching will be replaced by approaches to understandingResearch into Action approaches, built around strong professional dialogue, is they most effective way to change educational systems and improve outcomes for pupils over the longer term. Research into action approaches provides a sustainable model for positive change.