Jane Fisher Mathematical Mindsets

Mathematical Mindsets. Books – Mathematical Mindsets and The Elephant in the Classroom. Website -

Key messages from Jo Boaler. Jo Boaler and Carol Dweck are both professors at Stanford University. The overlap between their work is obvious. However, Jo Boaler digs deeper into how it impacts on Maths teaching and learning. She looks at how we can not only develop Growth Mindsets, but also how we can teach Maths so that pupils develop a Mathematical Mindset.

Positive Norms for a Maths Class

Complex Instruction & Mixed Ability Groups Link to Jo Boaler - Youcubed Roles Assigning competence Multi dimensional Student responsibility ‘ No one is good at all of these ways of working, but everyone is good at some of them. Dixon 2002 – 88% of students placed into tracks (or sets / groups) at the age of 4, remained in the same (or equivale nt) tracks for the rest of their school life.

Making Connections and Number Sense Nurture a Mathematical Mindset – From a child’s first experience of Maths, look for patterns and connections, play with numbers, talk, question and predict. Conceptual understanding is key to having a Mathematical Mindset. When learning is deeply understood, it is compressed; it takes up less room in the brain. The brain only compresses concepts, not rules or methods. If you don’t understand deeply then the brain struggles to organise your learning.

Making connections How can you show you have a deep understanding of 3x2=6? If you know this what else do you know? Connecting concepts If you can count forward from 1-10, what concepts can you connect up? Have a go!

PARENTS and Maths Bullet point 1 Bullet point 2 Text box if required

What makes a good task? A good task has some of these elements - Challenge – but accessible Low entry – high ceiling Puzzle like Visual element Uses different methods / strategies Mistakes valued Chance to explain and explore answers Collaborative – valuing everyone You own ideas matter 5 c’s of Mathematical engagement 1.Curiosity 2.Connection making 3.Challenge 4.Creativity 5.Collaboration

Transforming tasks. Chapter 5 of Mathematical Mindsets - Rich Mathematical Tasks 1.Open the task to encourage multiple methods, pathways and representations. 1 divided by 2/3 = -How can you prove you are right? 2. Make it an inquiry task. How many rectangles can you construct with an area of 24? 3. Ask the problem, before teaching the method. 4. Add a visual component – drawings, manipulative. “If you’re not sure draw.” 5. Low entry, high ceiling. Write a similar, but more difficult question. 6. Check – Convince. Convince yourself, a friend, a sceptic.

Who are these?

Where could you take the idea? How could you adapt it?

How close to 100?. This task is from the Youcubed website

Patterns and connections

Getting Maths out of the classroom Bullet point 1 Bullet point 2

Puzzles

Problem solving – 43 Chicken nuggets Bullet point 1 Bullet point 2 Link to video How do you get 43 chicken nuggets, using only packets of 6, 9 and 20? Are there any other quantities you can’t buy?

Problem solving – 43 Chicken nuggets What happens if you use quantities of 4, form the Happy Meal? Create an arcade game about the problem and share it with other classes.

Problem Solving – What’s the biggest number you can make? Bullet point 1 Bullet point 2

Thinking differently Bullet point 1 Bullet point 2

PARENTS and Maths

Mathletics

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