Mathematics Subject Leader Meeting

Mathematics Subject Leader MeetingThursday 3rd November Guess and checkWhats in the box?As a group, look at the items in your bag. One of the items is similar to the item in the boxDecide whats in the box and discuss your thinking and reasoningLook in the box to check

Remind people about the agenda of language and reasoning. It sets the scene.What language are you naturally using?1 person to jot down the types of words used.2Aims network with other subject leadersrefresh knowledge and understanding of mathematics initiatives and curriculum development further awareness of management tools to lead, monitor and enhance progress to raise standards in mathematicsdeepen subject knowledge and pedagogical approaches in mathematics

With the demise of Nat Strategy very important that we are able to still meet, discuss and have discussions.Also need to know what is on the horizon as the past communication channels do longer exist.3The latest picture9.10- 9.15Confirm that the draft curriculum is yet to be published for consultation. Was supposed to be September but is now said to be late autumn.Will keep HoDs informed by email if anything major prior to next SLDM. Otherwise we will look at it in the February. Middle SLDM, 22 Feb4

January 2011Review launchedJanuary 2011Call for Evidence (phaseone) beginsApril 2011Call for Evidence (phase one) endsEarly 2012Public consultation on phase one recommendations (including new Programmes of Study for English, mathematics, science and physical education)Early 2012Call for Evidence (phase two) beginsReview of the National CurriculumKey dates highlighted in blue for MathsIt does mean that I will aim to include time for use to look at the draft at the next SLDM5Spring 2012Ministers announce decisions on (1) the Programmes of Study for English, mathematics, science and physical education and (2) the other subjects to be included in the new National CurriculumSpring 2012Call for Evidence (phase two) endsSeptember 2012New Programmes of Study for English, mathematics, science and physical education made available to schoolsEarly 2013Public consultation on new Programmes of Study for all other subjects to be included in the National CurriculumReview of the National Curriculum6Spring 2013Ministers announce decisions about the Programmes of Study for all other subjects to be included in the National CurriculumSeptember 2013Teaching of the new Programmes of Study for English, mathematics, science and physical education becomes statutorySeptember 2013New Programmes of Study for all other subjects included in the new National Curriculum are made available to schoolsSeptember 2014Teaching of the new Programmes of Study for all other subjects to be included in the National Curriculum becomes statutoryReview of the National Curriculum7

9.15-9.258The latest govt reportCarol Vorderman was the chairA world-class mathematics education for all our young people

Looks at 11 areas:

KS4Maths to the age of 18AS and A levelsTeachersHigher educationGovernment agencies

Maths: a subject of critical importanceOverarching themesInternational comparisonsPrimary educationKS3

9 A world-class maths educationLooking at your section:Highlight the key points from the summary and recommendationsConsider the potential impact on you and your dept

Looking at your section:Highlight the key points from the summary and recommendationsConsider the potential impact on you and your dept

Be prepared to share with others

10 min (to 9.25)HANDOUT a different section to each table, A3 size. Highlighters and post-its.

9.25-9.4010 minTables then compare. All to provide summary feedback from the section that they looked at.Are any general themes developing?5 minCollect general points from tables.

HANDOUT summary doc of executive summary points and recommendations.10A world class mathematics education of ALL our young people.By the age of 11 a childs mathematical career is usually decided.90% of those who fail to reach level 4 will fail their GCSE94% of those who reach level 4 pass! (p4)

Major reformsRaising the age of compulsory education to 17 in 2013 and to 18 in 2015Rewriting the national curriculumReviewing the testing arrangements for the end of ks2

Summary issuesTeacher subject knowledgePrimary daily maths lesson but maths actively encouraged on other areasNew National curriculum should not predetermine teaching methods or chronology of learning. Each school should have responsibility for adopting or creating its own mathematics programme.Crucial role of parents and school providing help to parent who have a fear of maths.SATS can depress mathematical standards new transition arrangementsAPP caution in the reliance placed upon APP and teachers do not have to follow this system in future if they choose not to.(p42)KS2 SAT currently no benefit to the children taking them.Alternative in school formal assessment, cluster moderation and national verification(p45)

Teachers (p79)MAST Program reviewing impact and cost effectivenessCPD NCETM , on line training

Copy available from www.nationalstemcentre.org.uk

Updates9.40-9.5015Where are we now- KS2Nat2011AllBoysGirlsWorcsAllBoysGirlsL4+808080797979L5353733343730Eng/Ma L4+747277737176L5211924201922Discuss16318 | 5.7%421 | 7.5%87 | 1.6%3764 | 67.3%529 | 9.5%KS2 All (5591)17Data dash board

Find Edulink password and log onGo to-Leadership /ManagementPerformance dataData for schools

Weaving the strands of mathematical proficiency9.50-10.3019Strands of Mathematical proficiency

From Dr Jennifer Suh. Has done a lot of research in USA about the elements of mathematical understanding and they are called the 5 strands of mathematical proficiency.Nothing new but pulls all those ideas together and enables you to have that subject knowledge discussion back in school. There are many tools attached that support modelling the concept.20Mathematical proficiencyConceptual understanding- comprehension of mathematical concepts, operation and relations

Procedural fluency- skill in carrying out procedures flexibly, accurately, efficiently and appropriately

Strategic competence-ability to formulate, represent and solve mathematical problemsWe are going to look at 1 and 2 in detail, next time we will look at the other points.21Mathematical proficiencyAdaptive reasoning-capacity for logical thought, reflection, explanation and justification

Productive disposition-habitual inclination to see mathematics as sensible, useful and worthwhile, coupled in belief in diligence and ones own efficacyConceptual understandingReal life situationsManipulativesWritten symbolsVerbal symbolsPictures23Difficult to learn- difficult to teachFractionsAn area that teachers find difficult to teach, and still remains an area of difficulty at GCSE as seen in this years GCSE examiners reports.

So what are the elements of fractions that children find difficult to learn, what are the concepts behind them?24Where do the problems lie?What is 1/3 ?

What does this mean?Do I know anything about the numbers?Is this like anything I have done before ?Going to explore those concepts.Bag of tricksWhat is a third?Consider the range of aspects that children need to understand to be able to function well with fractionsChildren are exposed to number at an early age so what does the 1 and the 3 mean?Why is 1/6 smaller, when the 6 is a larger number?So fractions is about quantities and relationships, and this activity helps to draw all those different aspects out

25Mondrian fractions

Building on from previous activity MondrianExploring fractions to make sense is a vital skill. Language and reasoning plays a vital part.

HANDOUT NCETM magazines26Key understandings in mathematical learning

Summary papers- Nuffield FoundationFractions by quantitiesHow does Dr Suh suggest we tackle this?

BREAK 10.30-10.4527Conceptual understanding Modelling mathematics

10.45 11.0528

Mathematical vocabulary

Use fraction namesDefine a fractionGive a real life example- put into a sentenceDraw other examples of fractionsConcept mappingAs a planning tools to explore the pre-requisite skills and concepts to be assessed/learnedFractions

FINISH at 11.0532Procedural fluency- flexibility with mathematics

Is mental calculation the same as mental arithmetic?11.05Discuss

12x2= what do you use, what do you see- what else do you know?

Not just mental recall of facts- it is the using and applying number facts. Children need to be shown that knowing facts leads to working out other facts. We encourage the use of spider diagrams for exploring the knowing of facts and developing other facts do we make the link with 12x2=3x4 to support understanding of equations.Or 2x7=14 therefore 6x7=3x14 why? 426=7, 846=14. There is a wealth of imagery that may be used to explore understanding of the concepts- children need to see in their heads.

How much time is spent on developing mental calculation for itself?33Teaching children to calculate mentally

www.standards.dcsf.gov.ukActivities and information taken from the booklet. Copies to be handed out further copies can be downloaded- google34Key aspectsProgression in mental calculation skills

Principles of teaching mental calculation

Addition and subtraction strategies

Multiplication and division strategiesAdapted from Teaching mental calculation strategies- guidance for teachers at KS1 and 2 -1999

Develop messages in Steps to success Securing levels which looks at the development of mental strategies through levels. Looks at developing teaching and typical problems. This supports the progression in mental calc skills- if in your discussions partner teachers are not sure. Will also support success criteriaChildren often dont further develop strategies when they are expected to use formal methods of calc- unless reminded regularly- implications for us as lead teachers- these are discussions we need to have with partner teachers35Teaching mental maths from L5

NumberMeasures & mensuration in numberAlgebraMeasures & mensuration in algebraGeometryMeasures & mensuration in geometryStatistics

At KS3 there are 7 booklets in totalThe games we have used today derive from ideas contained in these bookletsCan be downloaded from Edulink

36Developing mental strategiesUse the instructions cards and play the gameIdentify what aspect of mental calculation would be supported by the game- and what levelsDiscuss how you might develop the game into KS3Discuss questions you may use to encourage thinking

2 minIntro to activity

8 minLook at Partition Me and consider KS3 developments3 minLook at KS3 example

5 minLook at Function Lotto, and consider KS3 developments3 minLook at KS3 example

5 minLook at Multiplication Lott and consider KS3 developments3 minLook at KS3 example

Set free to look at the rest, and share ideas

FINISH AT 11.4537How do I help children to develop a range of mental strategies?Where are they?What strategies do they know and understand?Can they play with numbers mentally?Do they use jottings to support thinking?What could you do to support their mental agility? 11.45The importance of knowing where children are- teacher as detective. It is easy to make assumptions- eg pair of numbers =even numbersHow do we support children in number playAre jottings prescriptive- do we set the agenda, in EY call it mathematical mark makingWhat and how could you practise to make a difference?

Consider higher order thinking skills. Its about effective questioning (links to next slide)38Challenge - difficulty or complexity?KnowledgeComprehensionApplicationAnalysisSynthesisEvaluationComplexityDifficultyWhat would the pattern look like if.....?What number can you think of to cancel all but 1 number out?What if we had 4 digit cards?If there are only cars, could there be 62 wheels?How many matchsticks would you need to make 30 squares?Examples of effective questioning that further childrens reasoning- examples form this school.

With questions like this- what language does it encourage the children to respond with?

Discuss/jot down- It cant be..../It must be.....-It could be......because-It might be........

Also encourages children to pose own questions- what if....? 40Productive dispositionCalendar

Attitude is everything, what could you use as hooks? Link to calendar and Edulink41To do- 3 stars and a wishConsider what is the key area that would make a difference to mathematics learning in your schoolEngage staff in concept mapping to enhance learning and teachingAudit use of mathematics which are actively encouraged in other areas of the curriculumAudit use of language to support learning