The Further Mathematics Support Programme Working with students and teachers to promote, enrich and support mathematics in schools and colleges To find out more please visit Our aim is to increase the uptake of AS and A level Mathematics and Further Mathematics to ensure that more students reach their potential in mathematics.

Support for students  Promoting the further study and appreciation of mathematics  Helping to develop deeper problem-solving skills in mathematics  Ensuring opportunities to study Further Mathematics, online or face to face  Providing guidance relating to university and career choices Support for teachers  Providing professional development for mathematics teaching at Key Stage 4 and Post -16, including support for problem-solving and extension  Advising on mathematics provision at Key Stage 4 and Post-16  Coordinating teacher networking opportunities  Providing high-quality teaching and enrichment materials for mathematics The FMSP provides...

Questioning

 To give an idea of different questioning techniques  To explore challenges within questioning  To explore a questioning framework Aims

Pose,

Pose, Pause,

Pose, Pause, Pounce,

 8 km = ______ miles  10 miles = ________ km  1 marathon = _______ m  Why 42,195m? Pose, Pause, Pounce, Bounce

 Think  Pair  Share Why is questioning important?

 Think  Pair  Share What are the potential pitfalls of questioning?

 Empirical – Based on Facts  Conceptual – Based on definitions & reasoning  Value – Belief & Moral issues Types of Questions

Blooms Taxonomy

Revised Blooms

 When might you use each of the levels?  Are some more appropriate for different teacher objectives? When are the levels appropriate?

 Create a school level maths question for each of the Blooms Taxonomy question stems.  You will be asked to feedback on how you found this. Create your own questions

 How did you find it?  Are some easier than others?  Do they all work for maths Feedback

 What is the question trying to achieve?  What is the focus of the question?  Which skills (Blooms) do you want to develop?  Does the learner need prior knowledge / skills to answer the question?  How long will you allow for discussion / thinking time?  What answers do you expect?  What challenges might students face? Plan for Questioning

 Careful Questioning you to differentiate based on different needs: –How secure is the students knowledge? –Remember / Recal? –Create / synthesise?  Choose a maths topic and plan differentiated questioning Differentiation

The Further Mathematics Support Programme Working with students and teachers to promote, enrich and support mathematics in schools and colleges To find out more please visit Our aim is to increase the uptake of AS and A level Mathematics and Further Mathematics to ensure that more students reach their potential in mathematics.