Improving learning in mathematics at Key Stage 2

Jenni Backjenni@backfamily.me.uk

Tony Beauchamptony@beauchamp.me.uk

Background

• Malcolm Swan’s Improving Learning in Mathematics work– Emphasis on communication and meaningful tasks

• Replication and adaptation for KS1&2

The pilot: activities for active learning

• The setting– ‘LA’ Y5 set in market town outside the M25– Mixed gender, ethnicity and cultural backgrounds with some EAL

students

• The principles– Working with teachers to change learning opportunities offered

to students– Establishing prior learning, learning from common mistakes and

misconceptions, looking for active learning, using ICT to support learning, developing discussion and questioning and using formative assessment

• The initial pilot– Developing activities for KS2 that worked on these principles

Resource development and trial

• Classifying mathematical objects– Maths Out Loud Book 4 lesson 13 (BEAM)

• Interpreting multiple representations– Definitions and images of shapes

• Evaluating mathematical statements– Sally’s Sweet Shop: True or false?

• Using SATs questions creatively– Looking at solutions and unpicking reasoning e.g.

reasoning about triangles• Doing and undoing processes

– Creating and solving problems: Maths Out Loud B4 L 15

The results

• SATs scores in September and May– As expected half a level over the year

• Attitude questionnaire in September and May– More enjoyment of maths puzzles and problems– More positive attitude to maths – More empowered to do maths

• Interviews with focus groups of students– Supported the questionnaire results– Expressed enjoyment of more open problem solving

tasks

I like doing maths puzzles and problems

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SA AL NS DL SD

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Attitude to Maths

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Empowerment

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SA AL NS DL SD

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After

Second phase

• With support from LA and NCETM started Sept ‘07 with 17 teachers from 6 schools

• 6 fortnightly half day professional development sessions with the teachers on the understanding that they trial activities and suggestions between meetings and keep a reflective diary

Preliminary findings and observations

• Data collected from observation of 6 different lessons with 6 different teachers prior to the start of the course

• Baseline attitude data collected from all teachers in initial session

• Baseline attitude questionnaire data collected from children in 6 focus classes

Issues arising from initial six lessons

• Equity– groupings– task differentiation

• Classroom culture– teacher dominance– procedures

• Thinking opportunities– doing mathematics?– autonomy?