What assumptions underpin this project?

1. Enhancing Mathematical Learning through TalkMaking Connections: Sessions 1 and 2Parents (Families) Supporting Maths Learning5th March 2015

2. What assumptions underpin this project?

3. Setting the scene: the Williams Report (2008) “Two issues only are singled out: the need for an increased focus on the ‘use and application’ of mathematics and on the vitally important question of the classroom discussion of mathematics. It is often suggested that ‘mathematics itself is a language’ but it must not be overlooked that only by constructive dialogue in the medium of the English language in the classroom can logic and reasoning be fully developed – the factors at the very heart of embedded learning in mathematics.” pp69

4. Setting the scene: the Williams Report (2008) “Parents are a child’s first and most enduring educators, and their influence cannot be overestimated. Parents should be at the centre of any plan to improve children’s outcomes, starting with the early years and continuing right through schooling. It is acknowledged that the overwhelming majority of parents want to do the very best for their children and also recognised that the majority say they expect to need advice or help at some time or another.” pp 69

5. Approaches to engaging families with maths (1) Information sharing approaches • classroom approaches and methods for teaching maths shared at after school/evening events (may include practical activity) • mathematics leaflets: overview, Year Group specific, termly, half-termly • school web-site • Open mornings/afternoons to visit classrooms and to join in maths activities

6. Approaches to engaging families with maths (2) Interactive approaches • ‘homework’ or school-home-school activities i) termly (half-termly) investigation for families share ii) weekly maths game from ‘maths library’ or games on an activity sheet or downloadable from school website • bespoke programme of workshops for parents, Key Stage or Year Group specific; termly, half-termly, weekly series (5 or 10) home to school feedback opportunities integral – postcards…

7. Planning bespoke programme of workshops • select content focus according to school (parent) priorities and manageability • link to developing fluency, reasoning and problem solving… as well as encouraging maths talk, good work habits, positive attitudes and a ‘growth mindset’ (Dweck 2006, Boaler 2013) • plan activities to illustrate key ideas and provide follow up activities (some activities unique to home setting) • ensure protected time for staffing and space • consider budget for resourcing and refreshments

8. Books for parents • Key Words Numeracy (2nd edition) www.niace.org.uk ISBN 978-1-86201-701-6 • What’s maths all about? (2012) www.usborne.com ISBN 978-1-4095-9521-2 • Maths for Mums and Dads (2010) www.vintage-books.co.uk ISBN 978-0-224-08635-6 Usborne also provide links to helpful websites about maths via www.usborne.com/quicklinks type in keywords what is maths Advice for Parents, Helping Children with Maths section on Jo Boaler website http://joboaler.com

9. Feedback from parents • I feel confident when I help my daughter in her maths homework. • I could practise with my children different things which were showed to me and the kids were finding it very interesting also my 3 yr old daughter • Playing the games it helps my son to understand better • I appreciate all the ideas and activities • Workshops have helped me as I have understood the concept of using different ways to help children with maths • I became calm and more confident with my children • To use everyday things around the house, book etc. work more alongside all of the ages of my children

10. How have the workshops helped your child? • I have been able to play with him and have fun. Always he is saying ‘do you have more games mummy?’ The games are helping him to think and understand better. • I feel my child has improved with her maths. She has started liking maths, before attending the workshops she was saying maths is ‘tricky’, • Yes, my daughter starts to understand quickly by having games and fun while doing homework. • She doesn’t ask for my help with maths homework. • Work together more with each other, more confident.

11. How have the workshops helped your family? • We all have the same understanding of what we are doing because we do it a lot more. • It has helped my younger son (age 4) too. He likes to count the dinosaurs and can do so in sequence. • This is a very good opportunity to learn different things and methods. Now I would be able to to help my sister’s family. • My kids enjoy practising at home. • My husband enjoyed with us and also I help my older daughter who is in year 2. • My whole family feel confident and happy doing maths.

12. How can we encourage other parents to attend? • Offer a ‘taster’ session to help them appreciate what happens. • Invite them to join a session to see what’s going on. • Research the day and time amongst prospective parent group. • Get a fun day set up to promote the course and how it helps. • Create awareness, it should helpful for family literacy, numeracy. • What else would you like to know about Yr 1 maths? • Times tables, adding 2 or more numbers • Decimal sums, angles.

13. Books for parents • Key Words Numeracy (2nd edition) www.niace.org.uk ISBN 978-1-86201-701-6 • What’s maths all about? (2012) www.usborne.com ISBN 978-1-4095-9521-2 • Maths for Mums and Dads (2010) www.vintage-books.co.uk ISBN 978-0-224-08635-6 Usborne also provide links to helpful websites about maths via www.usborne.com/quicklinks type in keywords what is maths Advice for Parents, Helping Children with Maths section on Jo Boaler website http://joboaler.com