Developing teachers mathematics subject knowledge in primary schools

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 London Schools Excellence Fund

In between face-to-face days … Don’t forget https: //nrich. maths. org/haringey London Schools Excellence Fund

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 London Schools Excellence Fund

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 London Schools Excellence Fund

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 London Schools Excellence Fund

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 London Schools Excellence Fund

Key Problem-solving Skills visualise work backwards reason logically conjecture work systematically look for a pattern trial and improvement London Schools Excellence Fund

The Problem-solving Process • • Stage 1: Stage 2: Stage 3: Stage 4: Getting started Working on the problem Going further Concluding London Schools Excellence Fund

Problem-solving Process 1. 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 London Schools Excellence Fund evaluate

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 100. London Schools Excellence Fund

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. London Schools Excellence Fund

Progression in Reasoning • • • Describing Explaining Convincing Justifying Proving London Schools Excellence Fund

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? London Schools Excellence Fund

Reasoned Rounding (10945) London Schools Excellence Fund

Conference, October 13 09. 30 -15. 00 Celebration of the project, looking backwards and forwards Keynote speakers: Lynne Mc. Clure and Mike Askew Workshops led by project participants All welcome London Schools Excellence Fund

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 London Schools Excellence Fund

Liz Woodham emp 1001@cam. ac. uk Michael Hall wichaelhall@gmail. com London Schools Excellence Fund