1. TMG Bedfordshire maths professional study group

2. Kim McEwan – Maths AST Barnfield West Academy, Luton and Bedfordshire (kimmarg@msn.com) Liz MacKay– Lead Professional Wootton Upper School (emackay@wootton.beds.sch.uk)

3. Agenda Introduction and good practice                  Kim Algebra Antics                                       Kim Feedback from origami and Venn that Tune Liz Straws and Shoelaces Janice Crafty Codes Sandy Backpacks Sue Coffee Book and website of the month             Liz Mystery feedback                                                    Liz Mystery Development Liz and Kim                                                     

4. Mathematics: understanding the score ‘….It is of vital importance to shift from a narrow emphasis on disparate skills towards a focus on pupils’ mathematical understanding. Teachers need encouragement to invest in such approaches to teaching….’ (Ofsted 2008) )

5. Mathematical Processes and Applications Representing I have been: trying to see how I can use my mathematical knowledge to solve the problem making the problem easier by breaking it down into smaller parts or by using drawings/symbols to help me comparing, evaluating and choosing representations of a situation choosing which information is going to help me, what methods to use to solve the problem and what tools might be useful

6. Analysing Use mathematical reasoning I have been: seeing the connections between this problem and others that I’ve solved before visualizing (imagining in my head) and working with images identifying and classifying patterns using what I know about a problem I have already solved to help me decide on a rule to solve all problems of this type, and say why I think my rule will work exploring what happens when the numbers in the problem change listening to feedback and learning my from mistakes working logically and systematically identifying a range of techniques that could be used to tackle a problem Analysing Use appropriate mathematical procedures I have been: making accurate mathematical diagrams, graphs and constructions calculating accurately, using appropriate methods and notation manipulating numbers, algebraic expressions and equations recording methods, solutions and conclusions estimating, approximating and checking

7. Interpreting and evaluating I have been: looking for patterns (and sometimes things that don’t fit the pattern) that will show people my idea is correct thinking about whether my answer is sensible and accurate differentiating between evidence and proof making sense of someone else’s work and explaining to them a better way of doing Communicating and reflecting I have been: talking or writing about what I did and found out – people who are listening to me or reading my work can understand what I’ve said working in a pair or group - we talked about how to solve the problem, compared results with each other and worked out better ways to solve the problem thinking about different methods which end up giving the same result showing how this problem is similar to others

8. Algebra Antics Representing Analysing Use mathematical reasoning Analysing Use appropriate mathematical procedures Interpreting and evaluating Communicating and reflecting