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Maths Intervention Network

Maths Intervention Network. Karen Coward Thorne Brooke Primary, Doncaster. Introduction to School. Ofsted (2007), ‘This is a larger than average primary school, serving an area with high levels of social and economic disadvantage’. In excess of 360 pupils - aged 3 – 11. Overview.

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Maths Intervention Network

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  1. Maths Intervention Network Karen Coward Thorne Brooke Primary, Doncaster

  2. Introduction to School • Ofsted (2007), ‘This is a larger than average primary school, serving an area with high levels of social and economic disadvantage’. • In excess of 360 pupils - aged 3 – 11

  3. Overview • Objective and outcomes of the Maths Intervention Network (MIN). • Discussion Are Teaching Assistants given the chance to use their knowledge and skills? Do Teaching Assistants have the chance to incorporate their knowledge into planning?

  4. Objective of the MIN • To raise standards in Mathematics throughout the school. • Provide an holistic approach to teaching mathematics. • Increase knowledge, confidence and motivation of Teaching Assistants when delivering Maths Interventions. • Work collaboratively to share and develop knowledge and pedagogy. • Develop a constructionist approach to maths interventions, Papert (1991).

  5. Historical Context Hadow (1931) teaching should still be based directly upon what the pupil can perceive or recollect at first hand, usually in visual form, and not upon abstract generalisations... the primary curriculum should be thought of in terms of activity and experience, rather than of knowledge to be acquired and facts to be stored.’ Hadow states the importance of the child, which concurs with Piaget’s ‘child centred’ theory (Piaget 1962).

  6. Historical Context (cont) • A later report from the Mathematical Association (1955) promoted a child-centred approach to mathematics. Whereby, children learn from their physical environment, own experiences and at a rate individual to the child. • Cockcroft Report (1982). This report stated that many adults feared, and lacked the ability to apply mathematics upon leaving school. Therefore the report accentuated the importance of using mental mathematics to aid solving problems with everyday situations, and in mathematical investigations.

  7. Historical Context (cont) • Papert (1991), believes the way forward in the teaching of numeracy is construction and creativity. Children might want to learn if it involved creativity. • Blunkett (1999) upon introducing the numeracy strategy stated that, children will be disadvantaged throughout life if they do not have the key skill of numeracy.

  8. Historical Context (cont) • Sir Ken Robinson (2006) says ‘schools kill creativity’. • Dan Meyer (2010) ‘Maths class needs a makeover’. • As educators we need to take a step back, we need to facilitate learning, encouraging children to explore and create. Sugata Mitra (2010) ‘whole in the wall experiment, 1991’.

  9. Execution of the MIN • Fortnightly meetings with Teaching Assistants. • Collaborative reflection. • Basic skills training. • Teaching Assistants observing maths lessons throughout school.

  10. Findings from the MIN • Lessons in year groups 3 – 6 appeared less practical than in year groups 1 and 2. • Importance of questioning children to assess prior knowledge and understanding. • Difference in strategies between year groups.

  11. How has the MIN impacted on Teaching Assistants • NCETM funding enabled Teaching Assistants to be paid to meet out of their contractual hours to work collaboratively to share and develop their ideas and knowledge developing their pedagogy. • Part of the funding has been used to purchase new stimulating resources. • Motivation; Teaching Assistants have been encouraged to trial new methods and strategies, where possible using practical ‘real-life’ skills.

  12. References • Blunkett, D. (1999) The National Numeracy Strategy, Framework for teaching mathematics from Reception to Year 6. Suffolk: Department for Education and Employment. • Department of Education and Science, (DES) (1982) Mathematics Count. (Cockcroft Report). London: HMSO • Hadow, W.H., (1931) Report of the consultative committee on the primary school. London: HMSO • Mathematical Association (1955) The Teaching of Mathematics in Primary Schools. London: Bell • Meyer, D. (2006) Maths Class Needs a Makeover http://www.ted.com/talks/lang/eng/dan_meyer_math_curriculum_makeover.html • Mitra, S (2010) The Child Driven Education, http://www.ted.com/talks/lang/eng/sugata_mitra_the_child_driven_education.html • Papert, S. (1991), Constructionism, Situating Constructionism. Massachusetts: Ablex • Piaget, J. (1962). Play, Dreams and Imitation in Childhood. New York: Norton. • Robinson, K. (2010) Schools Kill Creativity http://www.ted.com/talks/lang/eng/ken_robinson_says_schools_kill_creativity.html

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