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 10 – 2 July Welcome Working on mathematical tasks together Tackling tasks and reflecting on them in terms of subject knowledge and pedagogy Break Reflection Recording ‘significant moments’ during the course of the project Working on more mathematical tasks together Tackling one or more tasks and reflecting on them in terms of subject knowledge and pedagogy 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 – follow-up from last time Plenary

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 Problem Solving Unpacked Tasks Naming and drawing attention to PS skills Structuring a PS lesson Types of problem Objectives Recording Classroom culture Problem-solving Feature

London Schools Excellence Fund Key Problem-solving Skills visualise work backwards reason logically conjecture work systematically look for a pattern trial and improvement

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 Process 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 Five Steps to 50 (10586) This challenge is about counting on and back in steps of 1, 10 and 100. Roll a dice twice to establish your starting number - the first roll will give you the tens digit and the second roll will give you the units digit. You can then make five jumps to get as close to 50 as possible. You can jump forwards or backwards in jumps of 1 or 10 or 100.

London Schools Excellence Fund Dicey Operations (6606) Find a partner and a 0-9 dice. Each of you should draw blank addition calculation like this: Take turns to throw the dice and decide which of your cells to fill. You must fill a cell before throwing the dice again. Each time the dice is thrown, you both use that number in one of your cells. When you have filled all four cells, whoever has the sum closer to 100 wins.

London Schools Excellence Fund Progression in Reasoning Describing Explaining Convincing Justifying Proving

London Schools Excellence Fund Delving into Proof with Dicey Operations This time, throw the dice four times before placing any of the numbers in the cells. How would you place the numbers so that the total is as close as possible to 100? Could you convince another pair that your way did indeed produce the closest possible sum to 100? Could you prove it?

London Schools Excellence Fund Reasoned Rounding (10945)

London Schools Excellence Fund Conference, October Celebration of the project, looking backwards and forwards Keynote speakers: Lynne McClure and Mike Askew Workshops led by project participants All welcome

London Schools Excellence Fund Project: Leadership for Learning For Primary Maths Subject Leaders Four days spread over the next academic year The first three days will focus on each of the three aims of the mathematics national curriculum in turn Fourth day to focus on mastery

London Schools Excellence Fund Liz Woodham Michael Hall