The 2025 PISA research study and before it the “IQB Trends in Trainee Accomplishment” report exposed major challenges vis-à-vis school students’ mathematical proficiencies. QuaMath concentrates on the primary linchpin for long-lasting enhancement: the quality of mathematics mentor. The Standing Conference of the Ministers of Education and Cultural Affairs (KMK) introduced the program back in 2021, and it has been carried out in the federal states considering that 2023. Thanks to the 2nd funding stage, QuaMath will in future reach schools in all 16 federal states. First evaluations show positive developments in continuing education and multiplier training. The effect on teaching and discovering success will be evaluated in the additional course of the program.
Over 3,000 schools and around 10,900 teachers currently onboard
The aim of the program is to anchor mathematics-related continuing education and the development of mathematics teaching in schools completely and at the structural level– not as a one-time procedure, but as a continuous, research-based process. To this end, QuaMath systematically combines science, typical academic governance at the federal state level and school practice, and the project group is working to establish a shared vision of premium mentor. There are on the other hand 3,082 schools and 10,923 instructors in the first three of a total of eight planned school accomplices.
“After three years dealing with the task, we’ve currently been really successful in developing a common concept of excellent mathematics teaching at all levels– from the German Center for Mathematics Teacher Education (DZLM) and educational governance at the federal state level to the multipliers and teachers,” says QuaMath project lead Teacher Susanne Prediger, who likewise teaches at the Leibniz Institute for Science and Mathematics Education (IPN) and the Department of Mathematics at TU Dortmund University. “The information show that the continuing education measures are focusing more and more on the underlying structures of teaching quality. For a long-term change in teaching to happen, continuous subject-related collaboration among instructors is particularly essential. In the coming years of the QuaMath job, this collaboration will be data-based and establish even further.”
In addition, additional multipliers will be trained throughout the 2nd funding phase, continuing education and online alternatives updated, and networking among schools reinforced. To determine the task’s effect action by action, down to the level of the school students, the workplan consists of clinical tracking. The objective is to rise to 10,000 schools at some point in the future– or approximately one-third of all general education schools in Germany. This would make QuaMath the largest project of its kind in Germany to date. First outcomes on the task’s effect on school trainees’ knowing development are expected at the end of 2027.
Background
Responsible for implementing the QuaMath project are the German Center for Mathematics Teacher Education (DZLM) under the management of the Leibniz Institute for Science and Mathematics Education (IPN), together with 14 universities in the DZLM network, consisting of TU Dortmund University, and the federal states. It covers grade school as well as lower and upper secondary levels and early mathematics education. Certified multipliers support teams of instructors within school networks. At the heart of the task are mathematics teaching that is comprehension-oriented, cognitively promoting and learner-centered, and the continuous improvement of teaching quality in schools.
Further info on QuaMath
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