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Developing Mathematical Thinking In Number : Place Value

Developing Mathematical Thinking In Number : Place Value. Pupils discussing mathematics. Homework.

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Developing Mathematical Thinking In Number : Place Value

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  1. Developing Mathematical Thinking In Number : Place Value

  2. Pupils discussing mathematics

  3. Homework “Homework provides rich opportunities for children and young people to demonstrate, extend and explore learning through a variety of exciting and enjoyable activities. Homework is one piece of the teaching- learning picture and in best practice is connected to what happens in the classroom. Quality homework tasks allow learners to practise or process information, introduce them to material that will be discussed in the future, or provide feedback to teachers so they may check for understanding.” HMIE, Learning Together in Mathematics, 2010

  4. Talking the talk “Talking is central to teaching mathematics formatively and providing opportunities for students to express, discuss and argue is essential. Through exploring and ‘unpacking’ maths, students can begin to see what they know and how well they know it.” Jeremy Hodgen and Dylan Wiliam, Mathematics Inside the Black Box, 2006

  5. An example of a learning activity to promote discussion about place value Challenging Able Young Mathematicians Pack (CAYM) Section 2a, Page 4 (MNU 1-02a) CAYM available on Glow

  6. An example of a learning activity to promote discussion Challenging Able Young Mathematicians Pack (CAYM)Section 2b, Page 4 (MNU 2-02a) CAYM available on Glow

  7. Supporting mathematical thinking To what extent are your pupils encouraged to ... • pursue their own ideas and strategies? • explore their own ways of expressing and recording their findings in a variety of ways? • explain their thinking? • illustrate their approach? • pose further questions and look for further challenges linked to the original problem?

  8. Next steps What information will you share with colleagues? What might you or your staff do differently in the classroom? What impact will this have on your practice? What else can you do as to improve learning and teaching about number

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