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Improving learning in mathematics at Key Stage 2

Explore how implementing active learning strategies in mathematics at Key Stage 2 can improve student engagement, understanding, and performance. Follow the journey of teachers and students in adapting innovative techniques to foster a positive mathematical mindset.

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Improving learning in mathematics at Key Stage 2

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  1. Improving learning in mathematics at Key Stage 2 Jenni Back jenni@backfamily.me.uk Tony Beauchamp tony@beauchamp.me.uk

  2. Background • Malcolm Swan’s Improving Learning in Mathematics work • Emphasis on communication and meaningful tasks • Replication and adaptation for KS1&2

  3. The pilot: activities for active learning • The setting • ‘LA’ Y5 set in market town outside the M25 • Mixed gender, ethnicity and cultural backgrounds with some EAL students • The principles • Working with teachers to change learning opportunities offered to students • Establishing prior learning, learning from common mistakes and misconceptions, looking for active learning, using ICT to support learning, developing discussion and questioning and using formative assessment • The initial pilot • Developing activities for KS2 that worked on these principles

  4. Resource development and trial • Classifying mathematical objects • Maths Out Loud Book 4 lesson 13 (BEAM) • Interpreting multiple representations • Definitions and images of shapes • Evaluating mathematical statements • Sally’s Sweet Shop: True or false? • Using SATs questions creatively • Looking at solutions and unpicking reasoning e.g. reasoning about triangles • Doing and undoing processes • Creating and solving problems: Maths Out Loud B4 L 15

  5. The results • SATs scores in September and May • As expected half a level over the year • Attitude questionnaire in September and May • More enjoyment of maths puzzles and problems • More positive attitude to maths • More empowered to do maths • Interviews with focus groups of students • Supported the questionnaire results • Expressed enjoyment of more open problem solving tasks

  6. Second phase • With support from LA and NCETM started Sept ‘07 with 17 teachers from 6 schools • 6 fortnightly half day professional development sessions with the teachers on the understanding that they trial activities and suggestions between meetings and keep a reflective diary

  7. Preliminary findings and observations • Data collected from observation of 6 different lessons with 6 different teachers prior to the start of the course • Baseline attitude data collected from all teachers in initial session • Baseline attitude questionnaire data collected from children in 6 focus classes

  8. Issues arising from initial six lessons • Equity • groupings • task differentiation • Classroom culture • teacher dominance • procedures • Thinking opportunities • doing mathematics? • autonomy?

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