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London Schools Excellence Fund
Developing teachers’ mathematics subject knowledge
in primary schools to improve the attainment of all pupils
Liz Woodham, NRICH Project &
Michael Hall, Open University2014 - 2015
London Schools Excellence Fund
In between face-to-face days …
Don’t forget
https://nrich.maths.org/haringey
London Schools Excellence Fund
Day 6 – 11 November 2014
9.15-9.30 Welcome
9.30-10.45 Project update and working on mathematical tasks togetherUpdate on project achievements to date and points to consider for this academic year
Tackling tasks and reflecting on them in terms of subject knowledge and pedagogy
10.45-11.00 Break
11.00-11.45 Working on more mathematical tasks together
Tackling one or more tasks and reflecting on them in terms of subject knowledge and pedagogy
11.45-12.15 Sharing experiences since last time
12.15-1.00 Lunch
1.00-1.20 Planning for/sharing ideas about staff meeting
1.20-2.20 Curriculum priorities and curriculum development work
In pairs, planning for at least one task back at school
2.20-3.10 Working on another mathematical task together
3.10-3.15 Reflection
London Schools Excellence Fund
Common themes from mathematical needs identified
on day 1The following were flagged up by at least two schools:• Fractions/decimals/percentages• Problem solving• Place value• Time• Algebra• Word problems• Application of calculation strategies• Subtraction
London Schools Excellence Fund
London Schools Excellence Fund
London Schools Excellence Fund
London Schools Excellence Fund
‘ I think that the opportunities to explore mathematical thinking is key and my class were great models of how to speak mathematically and there were opportunities for my SEN children who were on 2s to match the rest of the class. There was an air of increased confidence’.
London Schools Excellence Fund
Helping children to become competent and confident problem
solvers
As teachers we can support this process in three principal ways:
• Through our choice of task• Through structuring the stages of the problem-solving
process• Through explicitly and repeatedly providing children with
opportunities to develop key problem-solving skills.
See ‘Developing Excellence in Problem Solving with Young Learners’ article http://nrich.maths.org/10865
London Schools Excellence Fund
Poly Plug Rectangleshttp://nrich.maths.org/7511
The computer secretly makes a rectangle using equal rows of spots on the 5 by 5 grid.
The aim is for you to find the rectangle by testing spots on the interactivity.
If the chosen spot is part of the rectangle, it will turn yellow. If it isn't part of the rectangle, the spot will turn blue.
London Schools Excellence Fund
What makes ‘Poly Plug Rectangle’ a rich task?
London Schools Excellence Fund
The Problem-solving Process
• Stage 1: Getting started• Stage 2: Working on the problem• Stage 3: Going further• Stage 4: Concluding
London Schools Excellence Fund
Problem-solving skills 1. Getting started
try a simpler case draw a diagram
represent with model act it out
2. Working on the problem
visualise work backwards
reason logically conjecture
work systematically look for a pattern
trial and improvement
3. Going further
generalise verify prove
4. Concluding
communicate findings
evaluate
London Schools Excellence Fund
• How does the activity Poly Plug Rectangle support the three National Curriculum aims of fluency, reasoning and problem solving?
London Schools Excellence Fund
Before we meet again …
• Continue to try out rich tasks with your learners and colleagues
• Take a look at the Problem Solving feature on NRICH, particularly the articles: http://nrich.maths.org/10334
• Look at NRICH’s curriculum mapping documents: http://nrich.maths.org/8935
