Maths Exchange Project Guangling Road Primary School, Shanghai Over 1000 pupils Average class size of 40 Children mixed ability but narrow range of general abilities Strong basic mental maths skills from early age Daily maths homework Maths specialist teachers

Bourn Primary Academy, Cambridgeshire Just over 200 pupils Single year group classes Average class size 29 Weekly maths homework Mixed mental maths abilities Broad range of abilities in general Non maths specialist teachers

Buzz Words Mastery, fluency, variation, representation, intelligent practice  Factural –what I know  Procedural –how I can find it  Conceptual - why it works We try to incorporate all of these elements into the children’s learning of maths.

Key Concepts in Shanghai Approach - Planning Start simple – identify the key learning concept Small sequential steps - identify the logical steps of progression Understand what prior learning is required - make sure there are firm foundations Identify difficulty points - critical point is preparing how to address misconceptions

Key Strategies in Shanghai Approach – Teaching and Learning Multiple representations – See it, make it, do it, say it and repeat….. Accurate mathematical vocabulary - for all children

Many representations

Accurate vocabulary – children sharing ideas with precise language.

Key Strategies in Shanghai Approach - Mastery Depth of learning not acceleration - aim to deepen level of understanding by challenging conceptions Variation & Intelligent practice - select numbers, exercises, tasks carefully so relationships or concepts are made apparent by changing only one thing.

Variation – Changing only one thing. 4x10 40 x x x x10

Procedural variation

Conceptual variation - Revealing and reinforcing relationships between different areas.

Spotting patterns – making connections.

Key Strategies in Shanghai Approach – Facilitating all abilities No differentiation – All pupils are expected to achieve. Mixed ability whole class teaching – differentiation can mean careful questioning to support or extend. Extra time to develop understanding. Experience wider variety of contexts to deepen understanding. Rapid intervention

Starting points – differentiation by numbers Finding tenths of multiples of ten. Finding tenths of single digits.

Developing understanding – more effective teaching ConcreteIconicSymbolic We have learned not to make assumptions about our ‘most able’ or ‘lowest attaining’ children.

Feedback and Intervention We aim to give prompt feedback. Peer to peer Shared examples and whole class discussion Independent marking Teacher discussion Assessment questions at end of session Intervention is a.s.a.p.

Intervention – identify where more practice is required.

Prompt feedback is essential along with intervention Supporting less confident pupils: More pictorial representations Use of equipment to manipulate Carefully selected numbers or key concept to work on More time to experience, practise and develop.

Differentiation – high attainers Aim not to move on ahead of class – deepen learning and experiences Options for all to extend in work Ensure understanding has no gaps before moving on – don’t assume

Developing understanding – going deeper.

Challenging understanding

Impact on maths in my school Improved teacher confidence and subject knowledge Time spent on topics has slowed to allow deeper, effective study Wider range modelling and representations by teachers and pupils Mixed ability teaching and more pupil collaboration