Using Maths Textbooks in Primary Schools Craig Lowther

Using Maths Textbooks in Primary Schools Craig Lowther Programme and Development Manager Education: University of the Highlands and Islands, Inverness College Series Editor for Primary Maths for Scotland Leckie Secondary Maths

Share theory behind why Leckie designs textbooks a little bit differently Explore some examples of diagnostic and active learning activities from the new PMFS textbooks Explain how you can use textbooks to support the learning and teaching of maths What are we going to do?

Be pitched at the right level Use mathematical language consistently Have easy access to the learning that can build to stretch the most able Enable active learning Provide feedback about what the pupils know Cover the expected standards comprehensively Promote enjoyment of learning When using resources I aim for it to:

How often do you use a textbook or printed worksheet during a maths class? a) b) c) d) Every lesson Most lessons Occasionally Never Poll…

“an awareness of different methods of calculation and the ability to choose an appropriate method” “emphasise the links between different aspects of the mathematics curriculum” “encourage pupils to draw on their mathematical understandings to solve realistic problems” “a belief that most pupils are able to learn mathematics given appropriate teaching” “teaching mathematics is based on dialogue between teacher and pupil” Connectionist teaching (Askew et al 1997)

Developing multiple flexible thinking strategies Make decisions about the smartest strategy to use on any given problem Mental and oral before written standard vertical forms Challenge children to achieve and develop a positive attitude towards learning mathematics Goals of the Numeracy framework

Start from where the learner is Students must be active Students need to talk about their ideas Students must understand the learning intention Feedback should tell pupils how to improve Principles of learning

Primary Maths for Scotland

Written specially for the Scottish Curriculum Full coverage of the Experiences and Outcomes and the Benchmarks for Numeracy and Mathematics Conceptual understanding alongside procedural fluency Easy to implement alongside existing plans and resources Key ideas behind the resource

What we are learning Before we start Let’s learn Let’s practise Challenge Structure of the content

Task Intent Criteria Learning intentions and success criteria

What We are Learning and Before We Start

Which is the odd one out? a) Cube b) Cuboid c) Triangular Prism Poll…

Pupils do more than listen They are actively thinking about the topic being learned They share and discuss ideas They manipulate objects, diagrams, cards, numbers etc They are metacognitive Active Learning

Let’s Learn

Feedback flows from the children to the teacher, between the children and from the teacher to the pupil Feedback tells us how good our teaching is Feedback tells the pupils how to improve Feedback is best when it is as close to the learning as possible Feedback about learning

Let’s Practise

In a report for the Scottish Government, Diana Coben described: The “brick” wall The “Significant Other” The “Door” marked Mathematics Creativity and fun

Bloom’s revised taxonomy Cognitive processes - Remember, Understand, Apply, Analyse, Evaluate and Create Knowledge dimension - Factual, Conceptual, Procedural and Metacognitive Creativity and fun

Craig. Lowther. ic@uhi. ac. uk @Craig. Lowther Download the handouts!

Askew, M. , Brown, M. , Rhodes, V. , Johnson, D. , & William, D. (1997). Effective teachers of numeracy. London: School of Education, King’s College Coben, D. , (2005). Adult numeracy: shifting the focus: a report and recommendations on adult numeracy in Scotland. Edinburgh, UK: Scottish Government Hodgen, ‘J. , ‘& ‘William, ‘D’. (2006). Mathematics Inside the Black Box: Assessment for learning in the mathematics classroom. London: nfer. Nelson References

You can request your FREE sample copies from your local rep: Claire, East Scotland: 07557 188 154 Christine, West Scotland: 07825 116 401 Next steps