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Liz Woodham, NRICH Project & Michael Hall, Open University 2014 - 2015

Developing teachers ’ mathematics subject knowledge in primary schools to improve the attainment of all pupils. Liz Woodham, NRICH Project & Michael Hall, Open University 2014 - 2015. In between face-to-face days …. Don ’ t forget https://nrich.maths.org/haringey. Day 8 – 17 March 2015.

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Liz Woodham, NRICH Project & Michael Hall, Open University 2014 - 2015

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  1. Developing teachers’ mathematics subject knowledge in primary schools to improve the attainment of all pupils Liz Woodham, NRICH Project & Michael Hall, Open University 2014 - 2015

  2. In between face-to-face days … Don’t forget https://nrich.maths.org/haringey

  3. Day 8 – 17 March 2015 9.15-9.30 Welcome 9.30-10.45 Working on mathematical tasks together Tackling tasks and reflecting on them in terms of subject knowledge and pedagogy 10.45-11.00 Break 11.00-11.15 Data collection 11.15-12.00 Working on more mathematical tasks together Tackling one or more tasks and reflecting on them in terms of subject knowledge and pedagogy 12.00-12.15 Curriculum priorities 12.15-1.00 Lunch 1.00-1.20 Update on various project strands 1.20-2.20 Curriculum development work In pairs, planning for at least one task back at school 2.20-3.10 Working on more mathematical tasks together – algebra follow-up 3.10-3.15 Reflection

  4. Common themes from mathematical needs identified on day 1 The following were flagged up by at least two schools: • Fractions/decimals/percentages • Problem solving • Place value • Time • Algebra • Word problems • Application of calculation strategies • Subtraction

  5. Common mathematical needs identified on day 7 In order of preference: • mental maths • assessment (planning and progression) • problem solving • challenging SEN children • challenging the gifted • division (not chunking) • word problems (especially money) • ratio • subtraction • multiplication • place value

  6. Second aim of the Mathematics National Curriculum All pupils will:reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. (DfE, 2013)

  7. In order to explore this aim, three questions need to be answered: • When is reasoning necessary? • What do we do when we reason? • How do we support children to develop their reasoning skills? http://nrich.maths.org/10990

  8. Maze 100

  9. When did you do some reasoning?

  10. Mystery Matrix

  11. Numbers 2-12. Only one number used exactly twice

  12. When did you do some reasoning?

  13. What do we do when we reason? • Evaluate situations • Select problem-solving strategies • Draw logical conclusions • Develop solutions • Describe solutions • Reflect on solutions etc … http://nrich.maths.org/10990

  14. Helping learners get better at reasoning Progression in reasoning: • Describing • Explaining • Convincing • Justifying • Proving http://nrich.maths.org/11336

  15. Make 37 Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.

  16. Thinking about Make 37 … What might each of the five stages of reasoning ‘look like’ in the context of this task? Reminder of the five stages: Describing, Explaining, Convincing, Justifying, Proving

  17. Reasoning is fundamental to knowing and doing mathematics

  18. Reasoning featurehttp://nrich.maths.org/11018 Is in two parts: • Reasoning: Identifying Opportunities • Reasoning: The Journey from Novice to Expert Each part comprises an article and a selection of tasks

  19. YEAR FOUR MATHS DATA – SCHOOL NAME

  20. YEAR n MATHS APS – SCHOOL NAME

  21. Year 3 class data sample

  22. Before we meet again … • Continue to try out rich tasks with your learners and colleagues • Lead a staff meeting/follow-up staff meeting • Take a look at the NRICH Reasoning Feature • Collect data about the attainment of children in your class

  23. Liz Woodham emp1001@cam.ac.uk Michael Hall wichaelhall@gmail.com

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