LEA SCITT 2014-15

1. LEA SCITT 2014-15 Mathematics Day 1 Gill Haysham

2. David M Burns “Never give up your right to be wrong, because then you will lose the ability to learn new things and move forward with your life.”

3. Starter

4. Starter – in pairs • What mathematics have you done since waking up this morning?

5. Overall Aims • To prepare trainees to teach mathematics in primary school • To provide trainees with a breadth and depth of subject knowledge • To develop trainees confidence by encouraging a sense of enjoyment and interest in mathematics. • To provide trainees with a range of expertise and experience • To ensure that all trainees are competent in mathematics and able to apply these skills in their teaching situation. • To stress the importance of all aspects of ICT as a tool for teaching and learning mathematics

6. Outcomes - Trainees will: • demonstrate competence and confidence in mathematics for themselves and for effective teaching; • understand progression in pupils mathematical development • consider teaching approaches and classroom organisation including differentiation, individual needs and assessment; • be aware of the importance of mathematical language and the use of appropriate vocabulary for the children they are teaching; • explore ways of using and applying mathematics and be able to make links across the curriculum; • plan, implement and evaluate mathematical activities for specific children in all schools in which they are based; • use all aspects of ICT confidently in their role as a teacher.

7. Expectations and Concerns • What are you expecting from this taught course? • Any ‘concerns’ about mathematical teaching and/or learning? • Ground rules

8. Session 1“Getting a feel for mathematics" Session objectives (students will): • receive details of the taught course for mathematics emphasising progression from Foundation to Key Stage Three; • explore their confidence in mathematics, continuing the audit process; • start work on subject knowledge for primary teaching identifying aspects that need to be developed; • explore the National Curriculum - Mathematics.

9. Associated issues for teaching • You need to be confident in all aspects of mathematics and associated ICT. • You must be clear about objectives and outcomes in the Framework. • You need a clear understanding of the language of mathematics. • Mathematical progression is the key to successful teaching and learning. • Looking at effective lesson structures.

10. Induction Day… “What is mathematics?” “Why is mathematics important?” Why do children need to learn mathematics? What reasons can you give? What examples can you provide?

11. Maths ‘Life-skills’ The ability to identify and analyse patterns Logic and critical thinking Ability to see relationships Problem solving skills

12. A Discussion Paper “Mathematics and the Primary Curriculum” • What points does this article make that should inform our practice?

13. New NC 2014 Introduction: • Purpose of Study • Aims • How does this marry up with the previous handout?

14. Where is the mathematics? Look at the following pictures and consider… What questions could you ask to make children THINK?

15. www.problempictures.co.uk

19. A Mathematics Lesson • To demonstrate: • models for engagement and participation • possible lesson structure choices (multi-part) • possible teaching strategies (direct/ discover?)

20. The Lesson

22. WALT We are learning to: • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

23. WALT We are learning to: • reason mathematically • Explain & listen to others • Agree/ disagree/ debate • solve problems • breaking down problems into a series of simpler steps • persevering in seeking solutions.

24. WILF What I’m looking for: The language you use when you: • Explain & listen to others • Agree/ disagree/ debate • Where do you start? • Where does the problem take you? • breaking down into simpler steps • persevering in seeking solutions.

25. The Pyramid ‘What do you notice?’ 22 11 11 5 6 5 3 4 1 2

26. Did we… • reason mathematically? • Explain & listen to others • Agree/ disagree/ debate • solve problems? • breaking down problems into a series of simpler steps • persevering in seeking solutions.

27. Reflection “Mathematics and the Primary Curriculum” • ‘Summary of what mathematics teaching should achieve’ • Which elements were a part of the sample lesson? • Which were not? • What about in schools? • What have you seen? • What have you not seen? ANY ISSUES?

28. Lesson Structures ‘3 part lesson’ or ‘4 part lesson’

29. Lesson Structures ‘Guided Groups’ or ‘Multi-part’

30. Place Value Addition and subtraction Multiplication and division Fractions… (Algebra) Measurement Geometry Properties of shape Geometry Position and direction Statistics NC2014 Aspects of Mathematics

31. NC2014 • Key Stage 1 Years 1-2 • Lower Key Stage 2 Years 3-4 • Upper Key Stage 2 Years 5-6 ‘Statutory’ and ‘Guidance (non-statutory)’

32. Your class • Years 1 to 6 Look at the Statutory requirements for your year group THEN the non-statutory guidance… • Is this what you expected to see? Are there any surprises? • Is the language clear? • Any questions? • Talk about anything in your school re. new NC2014 & what you have seen

33. NCETM www.ncetm.org.uk National Centre for the Teaching of Mathematics Register and explore the site ‘Bookmark’ any potentially useful elements

34. Subject Knowledge • Audits • SATs paper from KS2 • Securing Levels 1-5 • NC2014 • Primary Fwk KS1,2 and 3 • SMILE 5-8 • QTS practice qu • Maths Work Book: • Your own level of knowledge • How to teach it effectively • Keep evidence… websites, articles, books/ pages

35. 1,2,3,4 activity • You can make 6 by using each of the digits 1, 2, 3 and 4 once, and any operation: for example, 6 = (21 + 3) ÷ 4 or 6 = (3 x 4) ÷ (1 x 2) Use each of the digits 1, 2, 3 and 4 and any operation to make each number from 1 to 40. Can you go further?

36. Choose one of the ‘Progression Grids’ for Number Place Value Addition and Subtraction Multiplication and Division Fractions Gap Task - NCETM website

38. Task 1 - (Hand in Day 2) • Focus on one aspect of mathematics as part of your own study. Track progression in this aspect from EYFS to Year 6. Critically reflect on the key points of progression from one year group to the next; provide some example teaching activities from reading & your own experience. • (NCETM & other educational websites)

39. Reflective logs for maths tasks Complete the task… then the Ref Log is about what you have learned as a result of the task… • Where were you before you did the task? • What do you now know? What can you now do? • What were the main messages for you? • What were the key learning points? • What would you repeat? Why? • Would you change? Why? • What will you try next? • What would you want to do to embed this into your practice? • What further reading/research do you want to do (linked directly to the task itself or the outcome of the task)?

40. Session 1 – Did we..? Session objectives (students will): • receive details of the taught course for mathematics emphasising progression from Foundation to Key Stage Three; • explore their confidence in mathematics, continuing the audit process; • start work on subject knowledge for primary teaching identifying aspects that need to be developed; • explore the National Curriculum and The Primary Framework for Teaching Mathematics.