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Girls and Mathematics

Girls and Mathematics. Developing effective teaching to raise attainment of girls in mathematics. Stephen Carlsson (Regional Advisor for mathematics – National Strategies) Debbie Fisher and Teresa Hill (Primary mathematics consultants for Bexley). Aims:.

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Girls and Mathematics

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  1. Girls and Mathematics Developing effective teaching to raise attainment of girls in mathematics Stephen Carlsson (RegionalAdvisor for mathematics – National Strategies) Debbie Fisher and Teresa Hill (Primary mathematics consultants for Bexley)

  2. Aims: • To identify and share best practice in planning for the teaching of girls in mathematics • To provide models for schools to enable teachers to plan and teach effective work relating to raising attainment of girls in Mathematics

  3. Session 1

  4. National Data

  5. National Data

  6. National Data

  7. Bexley data

  8. Bexley data

  9. Bexley data

  10. Profile of Girls Under Achieving in Mathematics • Think about a group of girls who you might identify as • under achieving. • What are their common characteristics? • What is it they can or can’t do in mathematics?

  11. ‘Making Good Progress’ Characteristics of ‘slow moving’ pupils - often girls judge how good they are by the number of ticks and crosses in their books generally well behaved and have a positive approach to learning tend to work on their own don’t like answering questions in front of the class lack self confidence usually persevere with the task set, especially when it is routine and of limited challenge produce neat work that was set out in the required way sit with their hand up, but not always noticed

  12. Discussion: Initial thoughts… What makes the girls like this? What could the influences be on their attitude towards mathematics? Why might these be the obstacles to their learning? What changes might need to be made to teaching and learning?

  13. Session 2

  14. What does the article say about… Expectations Learning Styles Teaching Approaches Grouping of Children Confidence, Attitudes, Behaviour Effective Solutions

  15. Session 3

  16. Strategies to encourage and motivate girls Collaborative work Groupings Real life links --------------------------------------- 4. Questioning techniques Answering strategies Speaking and listening activities

  17. Group Problem Solving (collaborative work)

  18. Real Life Links Incorporating maths objectives into a topic or real-life event – e.g.: Christmas or fundraising activities Linking particular activities to real-life situations – e.g.: using a number line, linked to shopping (making it pink and fluffy!)

  19. Maddie is going on holiday, she can only fit the following items into her suitcase.How many different outfits can she makeusing these items?

  20. Aspects of Learning • Enquiry • Ask questions • Pose problems • Plan what to do • Predict outcomes • Problem Solving • Develop skills and strategies that will help them to solve problems they face in learning and life • Identify and understand problem • Plan ways to tackle and solve problem • Monitor progress and review solution • Reasoning • Explain reasoning • Give evidence • Make deductions • Use precise language • Creative Thinking • Provide opportunities to generate and extend ideas • Suggest hypotheses • Apply imagination • Look for alternative outcomes • Information Processing • Locate and collect information/data • Sort, classify, sequence, compare, contrast and analyse • Self-awareness • Children know how they learn and use this to organise and plan their learning • Managing Feelings • Demonstrate resilience in the face of difficulty • Evaluation • Evaluate information • Develop criteria for judging value of own or others work and/or ideas • Motivation • Take an active and enthusiastic part in learning • Autonomous, derive pleasure from learning • Set own goals, focus, concentrate, persist • Develop independence, resourcefulness and personal organisation • Empathy • Understand and value different approaches and solutions • Social Skills • Take an active part in a group • Communicate, negotiate, resolve differences and support the learning of others • Communication • Speaking, listening, reading and writing

  21. Session 4

  22. Strategies to encourage and motivate girls Collaborative work Groupings Real life links --------------------------------------- 4. Questioning techniques Answering strategies Speaking and listening activities

  23. Gender differences in mathematics workshop –follow up task Complete a Lesson study focused on girls attainment in mathematics with a partner teacher in the school. Choose one or more of the strategies to encourage and motivate girls focused on at the workshop (collaborative work, groupings, real life problems, questioning techniques, answering techniques and/or speaking and listening activities). Plan a lesson or guided group session with your partner that incorporates the strategy/strategies and decide which of you will teach the lesson. Select some girls with different personality characteristics in the chosen class who you will focus the observations on. One person teaches the lesson while the other person observes the impacton the learning of the girls. Discuss the outcomes of the lesson and the impact on the learning of the identified girls immediately after the lesson.

  24. Slide 25

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