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LEA SCITT 2015-16

LEA SCITT 2015-16. Mathematics Day 1 Gill Haysham. Starter – in pairs. What mathematics have you done since waking up this morning?. Session 1 - “Getting a feel for mathematics". Session objectives (trainees will):

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LEA SCITT 2015-16

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  1. LEA SCITT 2015-16 Mathematics Day 1 Gill Haysham

  2. Starter – in pairs • What mathematics have you done since waking up this morning?

  3. Session 1 - “Getting a feel for mathematics" Session objectives (trainees will): • receive details of the taught course for mathematics emphasising progression from Foundation to Key Stage Three; • explore their confidence in mathematics, continuing the audit process; • start work on subject knowledge for primary teaching identifying aspects that need to be developed; • explore the National Curriculum - Mathematics.

  4. Associated issues for teaching • You need to be confident in all aspects of mathematics and associated ICT. • You must be clear about objectives and outcomes in the National Curriculum. • You need a clear understanding of the language of mathematics. • Mathematical progression is the key to successful teaching and learning. • Looking at effective lesson structures.

  5. Induction Day… Summer Reading “What is mathematics?” “Why is mathematics important?” How did you reply? A Discussion Paper “Mathematics and the Primary Curriculum” What points does this article make that should inform our practice?

  6. New NC 2014 Introduction: • Purpose of Study • Aims • How does this compare?

  7. Where is the mathematics? Look at the following pictures and consider… What questions could you ask to make children THINK?

  8. A Mathematics Lesson • To demonstrate: • models for engagement and participation • possible lesson structure choices (multi-part) • possible teaching strategies (direct/ discover?)

  9. The Pyramid ‘What do you notice?’ 22 11 11 5 6 5 3 4 1 2

  10. Common Lesson Structures ‘3 part lesson’ or ‘4 part lesson’

  11. Observing a lesson • Naomi’s lesson: PGCE student (3rd term)Year 1 (ages 5-6) • WALT: To understand subtraction as ‘difference’. TASK: What comes to your attention as you watch this learning episode?

  12. Contingency Pedagogic Subject Knowledge Curriculum Knowledge Overt Subject Knowledge

  13. Audit(s) • Maths Work Book – ongoing • Reflective Logs • Observations • Tasks ‘The Knowledge Quartet’ Remember your beliefs will influence your pedagogical choices

  14. NC2014 - Aspects of Mathematics • Place Value • Addition and subtraction • Multiplication and division • Fractions… • (Algebra) • Measurement • Geometry Properties of shape • Geometry Position and direction • Statistics

  15. NCETM www.ncetm.org.uk National Centre for the Excellence of Teaching of Mathematics Register and explore the site ‘Bookmark’ any potentially useful elements

  16. www.ncetm.org.uk Register then find: • National Curriculum - Planning support (‘Dulux Paint Chart’) • Investigate 6 tabs • Progression Maps • NCETM magazines Archives

  17. Knowledge Quartet Aspects Maths Work Book: Evidence developing aspects of: ‘Teacher Subject Knowledge’ • Common content knowledge • Specialised content knowledge & ‘Knowledge Quartet’ • Audits • SATs paper from KS1 and 2 • NC2014 • Primary Fwk KS1,2 and 3 • Websites • www.ncetm.org.uk • www.bbc.co.uk/education SCITT BOOK BOX !

  18. Task 1 - NCETM website Choose one of the ‘Progression Maps’ for Number • Place Value • Addition and Subtraction • Multiplication and Division • Fractions https://www.ncetm.org.uk/resources/42990

  19. Is nothing taught here? www.ncetm.org.uk – Year 2 suggests developing number counting starting from any number…? Idea from D.Haylock – ‘Using a ruler for counting in one’s to 30 (then 100)

  20. Task 1 - (Hand in Day 2) • Focus on one aspect of mathematics as part of your own study. Track progression in this aspect from Year 1 to Year 6. Critically reflect on the key points of progression from one year group to the next; provide some example teaching activities from reading & your own experience. • (NCETM & other educational websites) • ‘Connection’ (Knowledge Quartet)

  21. Reflective logs for maths tasks BEFORE: Where are you? What do you know? What are you expecting to find? THEN: Complete the task… the Ref Log is about what you have learned as a result of the task… CONSIDER: • What do you now know? What can you now do? • What were the main messages for you? What were the key learning points? • What would you repeat? Why? • Would you change? Why? • What will you try next? • What would you want to do to embed this into your practice? • What further reading/research do you want to do (linked directly to the task itself or the outcome of the task)?

  22. Session 1 – Did we..? Session objectives (students will): • receive details of the taught course for mathematics emphasising progression from Foundation to Key Stage Three; • explore their confidence in mathematics, continuing the audit process; • start work on subject knowledge for primary teaching identifying aspects that need to be developed; • explore the National Curriculum and The Primary Framework for Teaching Mathematics.

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