Adults Don’t Count

Adults Don’t Count Welcome! Get a coffee/tea and do the task on the table!

Adults Don’t Count Fiona Allan fiona.allan@ncetm.org.uk

Adults Don’t Count Aims • To think about the effective teaching and learning Mathematics • To explore questioning further • To revisit the principles for effective teaching • To network and learn from each other • To enjoy doing some Maths!

Principles for effective teaching • Build on the knowledge learners already have. • Expose and discuss misconceptions. • Develop effective questioning. • Make appropriate use of whole class interactive teaching, individual work and cooperative small group work. • Encourage reasoning. • Use rich collaborative tasks. • Create connections between mathematical topics and the real world. • Use technology in appropriate ways. • Confront difficulties rather than seek to avoid or pre-empt them • Develop mathematical language • Recognise both what has been learned and how it has been learned

Starting with Starters Using only 1, 2 and 3, how many numbers between 0 and 10 can you make using addition, subtraction, multiplication and division?For example: 1 + 2 – 3 = 0

Starting with Starters Using 2,4 and 6, can you make an odd number?Using 3, 5 and 7, can you make an even number?

Starting with Starters Using 2, 3, 4What is the biggest number you can make?What is the lowest number you can make?Make an even numberMake an odd numberMake a square numberMake a multiple of 2Make a multiple of 4

Developing effective questioning Results from North Hertfordshire CollegeAttendance in the classes taking part is at 90% for those not taking part the attendance rate was 78%. The pass rate for GCSE Mock has increased to 77% in the classes taking part, compared to a College pass rate of 52% in 2009/2010. In an AS Level mock exam learners achieved an average of 1.57 grades higher than the grades predicted by their GCSE scores.

Focusing on Questioning Why do teachers ask learners questions?Write one reason on a post-it.On another post-it write an example of this type of question.

Focusing on Questioning In your group, compare your answers and group them.Can you think of any other reasons and types of questions?

Focusing on Questioning 1. What were the slithytoves doing in the wabe? 2. How would you describe the state of the borogroves? 3. What can you say about the momeraths? 4. Did you need to understand the text in order to answer questions 1 to 3? 5. Did you need to understand the text in order to answer questions 1 to 3? 6. How effective was the momeraths’ strategy?

Focusing on Questioning Questions 1, 2 and 3 ask “What?” and seek facts.Question 4 is a follow up to questions 1, 2 and 3.Question 5 asks “Why?”Question 6 seeks an opinion.Questions 5 and 6 cannot be answered by extracting information from the text. They require thought and understanding as well.

Focusing on Questioning The answer is 7 What is the question?

Writing open questions Writing open questions 1.

Writing open questions Writing open questions 2 A Mathematical Moment.

Writing open questions Write down 3 closed questions which you might ask your students.

Writing open questions Now change those questions into open questions.

Writing open questions When is it appropriate to use closed questions?

Developing language Write down all the words that are used in exam questions on a piece of poster paper (spread them out with a space around each)Pass your poster to the next groupRewrite the words in language your learners will understand

Sharing Sharing - find them in the Adults Don’t Count Community https://www.ncetm.org.uk/community/8207

Principles for effective teaching • Build on the knowledge learners already have. • Expose and discuss misconceptions. • Develop effective questioning. • Make appropriate use of whole class interactive teaching, individual work and cooperative small group work. • Encourage reasoning. • Use rich collaborative tasks. • Create connections between mathematical topics and the real world. • Use technology in appropriate ways. • Confront difficulties rather than seek to avoid or pre-empt them • Develop mathematical language • Recognise both what has been learned and how it has been learned

Range of Activity Types • Multiple representations • Evaluating statements • Creating problems • Analysing Solutions • Classifying • Questioning • Use of IT • Card activities • Ideas for open questions • Encouragement to develop and extend ideas

Building on the knowledge that learners already have ‘If I know this I also know that ..’ Write a multiplication sum in the centre of an A4 sheet of paper Pass it to the person on your left. They should write down something they would know if they knew the first sum.

Moscow New York London Dubai Ibiza Tokyo Rio de Janeiro Cape Town Sydney Encouraging reasoning

Developing language Write down a number between 1 and 25 on a piece of paper. Put the papers upside down in a pile in the middle of paper.Pick one each.Describe the number on your paper using as many mathematical words as you can.

Creating connections with the real world

Using rich collaborative tasks Choose a task and do it with a partner.

Confronting difficulties Biggest take away! game

Exposing misconceptions Always, Sometimes, Never True

Developing language Write down all the words that are used in exam questions on a piece of poster paper (spread them out with a space around each)Pass your poster to the next groupRewrite the words in language your learners will understand

And now …. What will you do next week? What will you do for the rest of the term?

Thinking Through Mathematics Fiona Allan fiona.allan@ncetm.org.uk

Adults Don’t Count