1. Why? The What? The How? And some ideas01
WINTER
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Resilience …
Why? The What? The How? And some ideas
Saturday 8th April

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5. 05 Doesn’t all learning require resilience?
The “why?” .. Mathematical Resilience ….
Doesn’t all learning require resilience?
Is “maths anxiety” a thing?
Why is it different to other subjects?
Or … the ramblings of a mad woman

6. Clare Lee and Sue Johnston-Wilder06
WINTER
The “what?” .. Mathematical Resilience ….
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that quality by which some students approach mathematics with confidence in a successful outcome to their effortful work, persistence in the face of difficulty and a willingness to discuss, reflect and research
Clare Lee and Sue Johnston-Wilder
Or … the ramblings of a mad woman
Resilience is the ability to .. believe they can solve a problem and to make a start (at least) and not just put their head on the table …
Mel Muldowney

7. Simples eh? 07 The “how?” .. Mathematical Resilience ….
According to Johnston-Wilder & Lee, to develop mathematical resilience students must be given the opportunity to:
• Learn sufficient mathematical vocabulary and ways of expression to engage in mathematical conversations, question concepts, work collaboratively, think mathematically and build understanding. This means that pupils have to use mathematical words and ways of expression for themselves, and not only listen to their teachers using the mathematical language.
• Make mistakes and take wrong turns, so that ultimately develop the belief that if they persevere they will be far more likely to succeed.
• Extend their ability to experiment and try out ideas in a mathematical environment and, in our experience, discover that they enjoy it.
• Seek solutions to significant problems. Working on such problems will require pupils to try things out, to make and recognise mistakes for themselves and work for an extended time with other people to produce a well-reasoned solution.
• Acquire a reflective and thoughtful stance towards mathematics. They will know that, if they think hard, talk to others, read about mathematical ideas and reflect on the information gained, they will be able to make headway with seemingly difficult ideas and problems.
Simples eh?
Or … the ramblings of a mad woman

8. 03 The “how?” .. Mathematical Resilience …. My version
6 key principles:
Maths ability is not genetic
Numerosity is the foundation on which we build
Dealing with misconceptions and mistakes
Progressive examples
Deliberate (intelligent?) practice with a twist
Learning is not always easy!
Or … the ramblings of a mad woman
MY VERSION

9. 04 Numerosity We need to improve basic skills
Students need to be able to the language of maths
Or … the ramblings of a mad woman

10. 05 Dealing with misconceptions and mistakes It’s OK to make mistakes
Misconceptions or mistakes? – signpost them!
Celebrate mistakes!
Or … the ramblings of a mad woman
ADD 2 is the magic number
Spot the mistakes …. Enviroment OK to make mistakes

11. WINTER 06 Template Progressive examples
Or … the ramblings of a mad woman

12. 07 Deliberate practice or teaching by “stealth”?
Low threshold High Ceiling
Almost anything from
Nrich or
Don Steward
BUT
Water takes the path of least resistance

13. 03 Reducing the cognitive load …. Or … the ramblings of a mad woman
MY VERSION

14. 04 Other ideas …. Or … the ramblings of a mad woman The QR Cube …
Anything that gets them comfortable at “playing” with numbers and logic problems
Four 4’s
Krazy dads website
Or … the ramblings of a mad woman

15. 05
What a ride!
Or … the ramblings of a mad woman

16. 06
Contact me
Or … the ramblings of a mad woman