M A T A
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Transcript of M A T A
Mhairi Stratton
Humbie Primary School,
East Lothian
What is Maths Recovery?• Early Intervention programme• Developed by Professor Robert Wright at Southern
Cross University, New South Wales, Australia• Identifies children at risk of failure in mathematics• Provides specialist Maths Recovery Teachers with an
intervention programme that enables then to advance children to a level at which they can be successful in a classroom situation
• Is essentially a short-term intervention programme
The Guiding Principles in MR• Teaching approach is enquiry based• Teaching is informed by assessment• Teaching focuses just beyond the cutting edge of child’s knowledge• Teachers exercise professional judgement in selecting from a bank of teaching
procedures• Teacher understands children’s numerical strategies and deliberately engenders the
development of more sophisticated strategies• Teaching involves intensive ongoing observation and continual micro-adjusting• Teaching supports and builds upon children’s intuitive, verbally based strategies• The teacher provides the sufficient time to solve the problem and reflect• Children gain intrinsic satisfaction from their problem solving, their realisation that they
are making progress, and from the verification methods they develop.
East Lothian’s Maths Recovery Teachers
• Maths Recovery Teachers (School Based) • Support for Learning Coordinators• Classroom Teachers
• Each cluster has Maths Recovery Teachers
Support for Learning Coordinators
• Schools are informed of the types of children who may benefit from MR interview.
• Identified child referred to SfL coordinator• SfL coordinator assesses child and
provides teacher with detailed diagnosis and planned activities to “move the child on”.
• Benefits / Challenges
Maths Recovery in Classroom Teaching
• Active Learning!• Maths Recovery provides teachers with a
detailed framework of numerical knowledge• A teacher who understands these elements
can begin with the child not mathematics.• This knowledge empowers teachers to be
creative with learning• Teachers are visiting schools that are using
Maths Recovery principles to improve learning through play
Why does East Lothian want to introduce Maths Recovery into every classroom?
• Maths Recovery training provides insight into the developmental stages of understanding number
• Teachers who have had this training have the understanding and confidence to provide high quality interactive maths lessons
• Teachers who have this training know how to manipulate materials to differentiate & challenge thinking
• Teachers understand how to use screening effectively• Children’s self-esteem, confidence and understanding
significantly improves
Delivers Numeracy Outcomes
• I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order.
• I use practical materials and can ‘count on and
back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
• I can share out a group of items by making smaller groups and can split a whole object into smaller parts.
Maths Recovery in East LothianWhat do we want?
• A framework to inform and plan daily teaching
• Maths Recovery teachers for each school supporting teachers and providing detailed interviews
• SfL coordinators supporting primary schools and creating links especially into secondary
How can we raise awareness of Maths Recovery ?
Initial CPD for infant teachers raising awareness of the Maths Recovery:
• Assessment interviews for class teachers - begin with the child not mathematics.
• Developmental progressions with anchor points
• Demonstrate how to observe and record each child’s growth
• Profiling for more effective planning of Active Learning
Developmental Progressions• Forward Number Word Progression• Backward Number Word Progression• Numerals• Addition and Subtraction• Finger Patterns• Spatial Patterns• Multiplication and Division
Forward Number Word Sequence &
Number Word After Main messages:• NWS differ from counting
activities• FNWS involve saying number
words in a sequence and are sometimes referred to as “rote counting”
• Being facile with FNWS is an important aspect of early number knowledge
• It provides the basis for many early arithmetical strategies
Backward Number Word Sequence &
Number Word Before
Main messages:• BNWS usually progresses
more slowly than FNWS • Facility with BNWS
usually indicates that the student has a strong knowledge of the number word sequences by ones
• This enables them access to a wider range of strategies
NumeralsMain messages:• It is important to realise the
complexity of introducing numerals• Numeral identification involves both
generating the sound of the name and associating it with the written symbol.
• Sequencing numerals also indicates a child’s understanding of early number. It shows the links that the child has made between numerals and number words.
Addition and SubtractionMain messages:• A child must be able to ascribe
numerosity to a collection. This requires one-to-one correspondence and coordinating A NWS
• Children solve addition and subtraction differently from adults and each other.
• Using concrete materials and screens helps determine the strategies that a child will use.
Addition and Subtraction
Main messages:• Tasks involving screened
collections provide a bridge between totally concrete and totally abstract maths
Finger PatternsMain messages:• Children use fingers in
many different ways to assist with partitions and combinations that support the development of more sophisticated arithmetical strategies
• Finger Patterns are used to develop strategies for structuring numbers to 10
• Facile use of partitions and combination to 5, then 10 assist the child in mental computations.
Spatial Patterns
Main messages:• Spatial patterns are used
to develop strategies for structuring numbers to 10 and eventually 20.
• Facile use of partitions and combination to 5, then 10 and then 20 assist the child in mental computations.
• (Demo)
Multiplication and Division
Main messages:• Initial ideas of
multiplication are linked to combining a number of groups, each of which contain an equal number of items.
• Initial ideas of division are linked to sharing a collection of items into equal groups.
• Developing the idea of an abstract composite unit is fundamental for learning multiplication and division.
Training
Initial Professional Development
• Overview and theoretical basis of Maths Recovery
• Aspects of progressions• Class assessment – Explanation of tasks
and administration• Observing children solving task - reflect• Details of school task.
School Task
• ½ day out of class.• Try out assessment. Video It!• Reflect• Work with another teacher?
Follow-up Workshop Components
• Evaluate ½ day in school• Assessment analysis• Class profile to guide active learning • Teaching exemplars – sharing good
practice• Classroom management
Pilot
• Two approaches• Have to! – cluster approach• Want to – school approach
Support• Drop in sessions• 15 Maths Recovery teachers
supporting training class teachers• 26 Maths Recovery Teachers
supporting schools• Maths Recovery blog (Beginning)• Active Learning Sessions – AiFL• Maths Recovery training
So what are we beginning to see in these schools?
Children talking as they learn
Children learning in a variety of ways
Children confidently working at their level of understanding
Teacher recognising and building on stages of development
Moving towards the abstract is gradual
Children self-check
Satisfied learners
Confident teaching
Confident learning
Introducing symbols when the time is right.
Challenging Thinking• Formative Assessment (AiFL)• How• “Why?”• “How did you know?”• “Prove it!”• “Prove it another way!”• “What if…?”
“Can we have Maths Recovery
training, please?”
So where are we now?
• 1 Accredited MR Trainer• 26 Maths Recovery Teachers• 15 Maths Recovery Teachers are
supporting training• We have around 20/35 schools
with MR input (Over 70 Teachers)
The future• All teaching staff have initial CPD in
Maths Recovery• Learning assistant CPD in Maths
Recovery techniques• Maths Recovery coordinators for each
cluster (PGCE Maths Recovery)• Maths Recovery Assessment and
Teaching available as CPD modules• Fully accredited Maths Recovery
Teachers in every school
East Lothian – Bigger Picture
• Maths Recovery Council• Scottish Network of Maths
Recovery Teachers• Maths Recovery Cluster
Coordinator Meetings (Monthly)• East Lothian Maths Recovery Blog• Cluster drop-in sessions• Planned inter-cluster CPD
Mhairi [email protected]