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Mathematics Subject Leader Meeting

Mathematics Subject Leader Meeting. Thursday 3rd November. Guess and check…’What’s in the box?’…. As a group, look at the items in your bag. One of the items is similar to the item in the box Decide what’s in the box and discuss your thinking and reasoning Look in the box to check. Aims.

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Mathematics Subject Leader Meeting

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  1. Mathematics Subject Leader Meeting • Thursday 3rd November

  2. Guess and check…’What’s in the box?’… • As a group, look at the items in your bag. One of the items is similar to the item in the box • Decide what’s in the box and discuss your thinking and reasoning • Look in the box to check

  3. Aims • network with other subject leaders • refresh knowledge and understanding of mathematics initiatives and curriculum development • further awarenessof management tools to lead, monitor and enhance progress to raise standards in mathematics • deepen subject knowledge and pedagogical approaches in mathematics

  4. The latest picture…

  5. Review of the National Curriculum

  6. Review of the National Curriculum

  7. Review of the National Curriculum

  8. The latest govt report Carol Vorderman was the chair… ‘A world-class mathematics education for all our young people’ Looks at 11 areas: • Maths: a subject of critical importance • Overarching themes • International comparisons • Primary education • KS3 • KS4 • Maths to the age of 18 • AS and A levels • Teachers • Higher education • Government agencies

  9. A world-class maths education… Looking at your section: Highlight the key points from the summary and recommendations Consider the potential impact on you and your dept Looking at your section: Highlight the key points from the summary and recommendations Consider the potential impact on you and your dept Be prepared to share with others…

  10. A world class mathematics education of ALL our young people. • By the age of 11 a child’s mathematical career is usually decided. • 90% of those who fail to reach level 4 will fail their GCSE • 94% of those who reach level 4 pass! (p4) Major reforms • Raising the age of compulsory education to 17 in 2013 and to 18 in 2015 • Rewriting the national curriculum • Reviewing the testing arrangements for the end of ks2

  11. Summary issues • Teacher subject knowledge • Primary daily maths lesson but maths actively encouraged on other areas • New National curriculum should not predetermine teaching methods or chronology of learning. Each school should have responsibility for adopting or creating its own mathematics programme. • Crucial role of parents and school providing help to parent who have a fear of maths. • SAT’S can depress mathematical standards – new transition arrangements

  12. APP – caution in the reliance placed upon APP and teachers do not have to follow this system in future if they choose not to.(p42) • KS2 SAT currently no benefit to the children taking them. • Alternative – in school formal assessment, cluster moderation and national verification(p45)

  13. Teachers (p79) • MAST Program – reviewing impact and cost effectiveness • CPD – NCETM , on line training Copy available from www.nationalstemcentre.org.uk

  14. Updates

  15. Where are we now- KS2

  16. KS2 – All (5591) 318 | 5.7% 421 | 7.5% 3764 | 67.3% 87 | 1.6% 529 | 9.5%

  17. Data dash board Find Edulink password and log on Go to- Leadership /Management Performance data Data for schools

  18. Weaving the strands of mathematical proficiency

  19. Strands of Mathematical proficiency

  20. Mathematical proficiency • Conceptual understanding- comprehension of mathematical concepts, operation and relations • Procedural fluency- skill in carrying out procedures flexibly, accurately, efficiently and appropriately • Strategic competence-ability to formulate, represent and solve mathematical problems

  21. Mathematical proficiency • Adaptive reasoning-capacity for logical thought, reflection, explanation and justification • Productive disposition-habitual inclination to see mathematics as sensible, useful and worthwhile, coupled in belief in diligence and one’s own efficacy

  22. Conceptual understanding Real life situations Pictures Manipulatives Verbal symbols Written symbols

  23. Difficult to learn- difficult to teach Fractions

  24. Where do the problems lie? • What is 1/3 ? What does this mean? Do I know anything about the numbers? Is this like anything I have done before ?

  25. Mondrian fractions

  26. Key understandings in mathematical learning Fractions by quantities Summary papers- Nuffield Foundation

  27. Conceptual understanding • Modelling mathematics

  28. Mathematical vocabulary Use fraction names Define a fraction Draw other examples of fractions Give a real life example- put into a sentence

  29. Concept mapping • As a planning tools to explore the pre-requisite skills and concepts to be assessed/learned Fractions

  30. Procedural fluency- flexibility with mathematics Is mental calculation the same as mental arithmetic?

  31. Teaching children to calculate mentally www.standards.dcsf.gov.uk

  32. Key aspects • Progression in mental calculation skills • Principles of teaching mental calculation • Addition and subtraction strategies • Multiplication and division strategies

  33. Teaching mental maths from L5 • Number • Measures & mensuration in number • Algebra • Measures & mensuration in algebra • Geometry • Measures & mensuration in geometry • Statistics

  34. Developing mental strategies • Use the instructions cards and play the game • Identify what aspect of mental calculation would be supported by the game- and what levels • Discuss how you might develop the game into KS3 • Discuss questions you may use to encourage thinking

  35. How do I help children to develop a range of mental strategies? • Where are they? • What strategies do they know and understand? • Can they play with numbers mentally? • Do they use jottings to support thinking? • What could you do to support their mental agility?

  36. Challenge - difficulty or complexity? Evaluation Synthesis Analysis Complexity Application Comprehension Knowledge Difficulty

  37. What number can you think of to cancel all but 1 number out? How many matchsticks would you need to make 30 squares? What would the pattern look like if.....? If there are only cars, could there be 62 wheels? What if we had 4 digit cards?

  38. Productive disposition Calendar

  39. To do- 3 stars and a wish • Consider what is the key area that would make a difference to mathematics learning in your school • Engage staff in concept mapping to enhance learning and teaching • Audit use of mathematics which are ‘actively encouraged in other areas of the curriculum’ • Audit use of language to support learning

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