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 University

London Schools Excellence Fund In between face-to-face days … Don’t forget

London Schools Excellence Fund Day 8 – 17 March Welcome Working on mathematical tasks together Tackling tasks and reflecting on them in terms of subject knowledge and pedagogy Break Data collection Working on more mathematical tasks together Tackling one or more tasks and reflecting on them in terms of subject knowledge and pedagogy Curriculum priorities Lunch Update on various project strands Curriculum development work In pairs, planning for at least one task back at school Working on more mathematical tasks together – algebra follow-up Reflection

London Schools Excellence Fund Common themes from mathematical needs identified on day 1 The 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 Common mathematical needs identified on day 7 In order of preference: mental maths assessment (planning and progression) problem solving challenging SEN children challenging the gifted division (not chunking) word problems (especially money) ratio subtraction multiplication place value

London Schools Excellence Fund Second aim of the Mathematics National Curriculum All pupils will: reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. (DfE, 2013)

London Schools Excellence Fund In order to explore this aim, three questions need to be answered: When is reasoning necessary? What do we do when we reason? How do we support children to develop their reasoning skills?

London Schools Excellence Fund Maze 100

London Schools Excellence Fund When did you do some reasoning?

London Schools Excellence Fund Mystery Matrix

London Schools Excellence Fund Numbers Only one number used exactly twice

London Schools Excellence Fund When did you do some reasoning?

London Schools Excellence Fund What do we do when we reason? Evaluate situations Select problem-solving strategies Draw logical conclusions Develop solutions Describe solutions Reflect on solutionsetc …

London Schools Excellence Fund Helping learners get better at reasoning Progression in reasoning: Describing Explaining Convincing Justifying Proving

London Schools Excellence Fund Make 37 Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37.

London Schools Excellence Fund Thinking about Make 37 … What might each of the five stages of reasoning ‘look like’ in the context of this task? Reminder of the five stages: Describing, Explaining, Convincing, Justifying, Proving

London Schools Excellence Fund Reasoning is fundamental to knowing and doing mathematics

London Schools Excellence Fund Reasoning feature Is in two parts: Reasoning: Identifying Opportunities Reasoning: The Journey from Novice to Expert Each part comprises an article and a selection of tasks

London Schools Excellence Fund YEAR FOUR MATHS DATA – SCHOOL NAME

London Schools Excellence Fund YEAR n MATHS APS – SCHOOL NAME

London Schools Excellence Fund YR 3 Maths Export Date : 20/10/2014 NAME Maths TA KS1.Year 2 Summer Maths Target.Year 3 Autumn Maths TA Aut.Year 3 Autumn Maths Yr Progress Aut.Year 3 Autumn Maths Age Expect Aut.Year 3 Autumn Maths TA Spr.Year 3 Spring Maths Yr Progress Spr.Year 3 Spring Maths Age Expect Spr.Year 3 Spring Maths TA Sum.Year 3 Summer Maths Yr Progress Sum.Year 3 Summer Maths Age Expect Sum.Year 3 Summer 1b 1a +1 SubsBelow 2c +2 SubsBelow 2c +2 SubsBelow 2b 2a +1 SubsAbove 2a +1 SubsMet 2a +1 SubsMet 2b OMet 2a +1 SubsMet 2a +1 SubsMet 2a OAbove 3c +1 SubsAbove 3c +1 SubsAbove 2b 2a +1 SubsAbove 3c +2 SubsAbove 3c +2 SubsAbove 2b 2a +1 SubsAbove 3c +2 SubsAbove 3c +2 SubsAbove 2b 2a +1 SubsAbove 2a +1 SubsMet 2a +1 SubsMet 3b OAbove 3b OAbove 3b OAbove 2a 3c +1 SubsAbove 3b +2 SubsAbove 3b +2 SubsAbove 2c 2b +1 SubsMet 2a +2 SubsMet 2a +2 SubsMet 1b 1a +1 SubsBelow 1a +1 SubsBelow 1a +1 SubsBelow 2b Below 2b Below 2c 2b +1 SubsMet 2a +2 SubsMet 2a +2 SubsMet 2c 2b +1 SubsMet 2b +1 SubsBelow 2a +2 SubsMet Year 3 class data sample

London Schools Excellence Fund Before we meet again … Continue to try out rich tasks with your learners and colleagues Lead a staff meeting/follow-up staff meeting Take a look at the NRICH Reasoning Feature Collect data about the attainment of children in your class

London Schools Excellence Fund Liz Woodham Michael Hall