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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 10 – 2 July 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 10 – 2 July 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 11.00-12.00 Reflection Recording ‘significant moments’ during the course of the project 12.00-12.15 Working on more mathematical tasks together Tackling one or more tasks and reflecting on them in terms of subject knowledge and pedagogy 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 – follow-up from last time 3.10-3.15 Plenary

  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. Problem Solving Unpacked • Tasks • Naming and drawing attention to PS skills • Structuring a PS lesson • Types of problem • Objectives • Recording • Classroom culture Problem-solving Feature http://nrich.maths.org/10334

  7. Key Problem-solving Skills visualise work backwards reason logically conjecture work systematically look for a pattern trial and improvement

  8. The Problem-solving Process • Stage 1: Getting started • Stage 2: Working on the problem • Stage 3: Going further • Stage 4: Concluding

  9. Problem-solving Process • Getting started try a simpler case draw a diagram represent with model act it out 2. Working on the problem visualise work backwards reason logically conjecture work systematically look for a pattern trial and improvement 3. Going further generalise verify prove 4. Concluding communicate findings evaluate

  10. Five Steps to 50 (10586) This challenge is about counting on and back in steps of 1, 10 and 100.Roll a dice twice to establish your starting number - the first roll will give you the tens digit and the second roll will give you the units digit.You can then make five jumps to get as close to 50 as possible.You can jump forwards or backwards in jumps of 1 or 10 or 100.

  11. Dicey Operations (6606) Find a partner and a 0-9 dice. Each of you should draw blank addition calculation like this: Take turns to throw the dice and decide which of your cells to fill. You must fill a cell before throwing the dice again. Each time the dice is thrown, you both use that number in one of your cells. When you have filled all four cells, whoever has the sum closer to 100 wins.

  12. Progression in Reasoning • Describing • Explaining • Convincing • Justifying • Proving

  13. Delving into Proof with Dicey Operations This time, throw the dice four times before placing any of the numbers in the cells. How would you place the numbers so that the total is as close as possible to 100? Could you convince another pair that your way did indeed produce the closest possible sum to 100? Could you prove it?

  14. Reasoned Rounding (10945)

  15. Conference, October 1309.30-15.00 Celebration of the project, looking backwards and forwards Keynote speakers: Lynne McClure and Mike Askew Workshops led by project participants All welcome

  16. 2015-2016 Project: Leadership for Learning • For Primary Maths Subject Leaders • Four days spread over the next academic year • The first three days will focus on each of the three aims of the mathematics national curriculum in turn • Fourth day to focus on mastery

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

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