SCITT New Mentors 10th Sept 2019
Mathematics • If you had to tell someone what is involved in the teaching of maths, what would you say? • If you were to lead 10 training days, what would you want to include?
Over the year… • Building positive attitudes to the subject • Identifying aspects for own further study • National Curriculum expectations • Pedagogy • Teaching and learning of maths – what’s involved? • Practice in the classroom • Planning materials • What to teach, developing understanding • …and how • When, and how, to move on • To develop the practice of making well-informed decisions
Summer - preparation for maths course days 2. ‘How to Teach Maths’ Mark McCourt Reading for Day 1 1. ‘Mathematics Explained for primary teachers’D Haylock 6thEdition, Section A p6 – 14
The National Centre for Excellence in Teaching Mathematics www.ncetm.org.uk SUMMER JOBS Free to register! • Mathematical articles/ ideas/ planning support • We will use this site throughout the year!
A Working Mathematics Folder Expected to bring this file to each course day • Each course day • Presentation • Notes - activities/ discussions • Handouts • Readings • Audit (and ongoing developments) • Planning Resources/ Ideas • NCETM - Mastery Professional Development modules • Key Websites Purpose: “Accumulate and refine a collection of powerful analogies, illustrations, examples, explanations and demonstrations.” Early Career Framework - Jan 2019
High-quality teaching & learning Pedagogic Subject Knowledge Curriculum Knowledge Overt Subject Knowledge Curriculum Knowledge
Purpose of Study Mathematics is a creativeand highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, and a sense of enjoyment and curiosity about the subject.
Aims • become fluent in the fundamentals of mathematics including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understandingand are able to recall and apply their knowledge rapidly and accurately to problems • 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.
High-quality teaching & learning Pedagogic Subject Knowledge Curriculum Knowledge Overt Subject Knowledge
‘The Knowledge Quartet’ Remember your beliefs will influence your pedagogical choices
PLAY: Number doodling… In the middle of a page, copy and continue this number spiral... Choose a set of numbers e.g. primes Highlight all the prime numbers… What do you notice? Continue this number grid... Choose a times table e.g. ‘3’ Highlight all the multiples of 3… What do you notice? What would happen if…?
Key Messages • Mastery • CPA • Understanding
Partnership What do you do well? What do colleagues/ your school do well? • SCITT Course • In-school • Observing real practice • Small steps • Modelling good practice • Planning • Positive classroom environment • Progressing learning • The journey to Mastery • Responsive planning • AfL • CONSTANT REFLECTION • POSITIVE REINFORCEMENT
Partnership What do you do well? What do colleagues/ your school do well? Kolb - cycle of continuous development • SCITT Course • In-school • Observing real practice • Small steps • Modelling good practice • Planning • Positive classroom environment • Progressing learning • The journey to Mastery • Responsive planning • AfL • CONSTANT REFLECTION • POSITIVE REINFORCEMENT In-action On-action