National Numeracy and Employability Strategy – an opportunity for creativity? Ray Sutton

Why are pictures useful in our lessons?

Choose any three digit number. Multiply by 7 Multiply by 11 Multiply by 13 Compare with your neighbour. What do you notice? Why?

Key issues Are we reaching learners? (eg workforce development, Train to Gain, family learning, community learning – ‘Bringing Maths Home to Moorlands’ (Lincoln) Are learners on vocational courses being reached and do we have a collaborative approach to embedding and relevant teaching? Have we a personal and sensitive and sensible approach to assessment?

Key issues(2) Is the generational change to a ‘cool to be doing challenging maths’ culture being achieved? (do we say ‘come on and enjoy doing some maths with me’) Is there someone to coach and support teachers and champion mathematics across the organisation?

Key issues(3) Are we addressing language, communication and support issues well? Is there a focus for reflection on effective teaching and learning in mathematics? Are teachers able to access activities that will enable them to develop teaching, learning and subject knowledge?

What questions would you ask about the birth month display? What follow up activities would you plan?

The portal Self evaluation – subject knowledge, subject-specific pedagogy Exemplification of LLUK standards Communities – especially ‘Focus on Numeracy’ in the East Midlands Subject Coaching Network communityEast Midlands Subject Coaching Network Mathemapedia, research, resources, blogs, news, events.

Maths4Life ‘Thinking Through Mathematics’ Booklets: Number, Fractions, Time and Money, Measurement

Maths4Life Principles guiding the development of the resources Teaching is more effective when it… ● builds on the knowledge learners already have This means developing formative assessment techniques and adapting our teaching to accommodate individual learning needs (Black and Wiliam, 1998). ● exposes and discusses common misconceptions Learning activities should expose current thinking, create ‘tensions’ by confronting learners with inconsistencies, and allow opportunities for resolution through discussion (Askew and Wiliam, 1995). ● uses higher-order questions Questioning is more effective when it promotes explanation, application and synthesis rather than mere recall (Askew and Wiliam, 1995). ● uses cooperative small group work Activities are more effective when they encourage critical, constructive discussion, rather than argumentation or uncritical acceptance (Mercer, 2000). Shared goals and group accountability are important (Askew and Wiliam, 1995). ● encourages reasoning rather than ‘answer getting’ Often, learners are more concerned with what they have ‘done’ than with what they have learned. It is better to aim for depth than for superficial ‘coverage’. ● uses rich, collaborative tasks The tasks we use should be accessible, extendable, encourage decision making, promote discussion, encourage creativity, encourage ‘what if’ and ‘what if not?’ questions (Ahmed, 1987). ● creates connections between topics Learners often find it difficult to generalise and transfer their learning to other topics and contexts. Related concepts (such as division, fraction and ratio) remain unconnected. Effective teachers build bridges between ideas (Askew et al., 1997). ● uses technology Computers and interactive whiteboards allow us to present concepts in visually dynamic and exciting ways that motivate learners.

Using up the cards How many different additions with.. …1, 2, 3, 4, 5 ….counting numbers1 up to 6 …. whole numbers 1 up to 7 ……… ……..anything you notice? ……..any ideas or answers to the question why?

x6 = = 15 2

3x4 =6 4x5 =10 5x6 = x7 =21 7x8 =28 8x9 =

Be creative with....organising learners and learning..trying out new approaches..variety in the lesson..finding out what learners think..making mathematics attractive..supporting other teachers and assistants..your own learning

- copyright W.Krawcewicz, University of Alberta