1. Maths Parents Meeting 26th September 2016

2. Fixed and Growth Mindset
In a fixed mindset people believe their own basic qualities like their intelligence or their talent.
In a growth mindset people believe their basic abilities can be developed through hard work and dedication. This view creates a love of learning and a resilience that is essential for great accomplishment.

3. Mindset
So from a growth mindset the point is that it is good to struggle and keep going with any maths problems. Struggle builds those connections in the brain that help you eventually. Therefore, when your child says I cannot do this, we need to reply that you cannot do it yet. Children as well as adults need to have this belief as it will help us all to learn. Clearly, it is important to instil children with growth mindset.

4. Who is this? Basketball player: Michael Jordan
How did Michael Jordan's
mindset make him a
great competitor?
Michael Jordan developed his mindset after being cut from his basketball team. This is something that never went away and was a main contributor to his success.
Who is this?

5. “I can accept failure, everyone fails at something
“I can accept failure, everyone fails at something. But I can't accept not trying.“
"I've always believed that if you put in the work, the results will come.“
"I've missed more than 9,000 shots in my career. I've lost almost 300 games. 26 times, I've been trusted to take the game winning shot and missed. I've failed over and over and over again in my life. And that is why I succeed.“
"My attitude is that if you push me towards something that you think is a weakness, then I will turn that perceived weakness into a strength.“
"If you're trying to achieve, there will be roadblocks. I've had them; everybody has had them. But obstacles don't have to stop you. If you run into a wall, don't turn around and give up. Figure out how to climb it, go through it, or work around it."

6. Have you seen Jo Boaler’s video on growth mindset
Have you seen Jo Boaler’s video on growth mindset? See video in link on school website.

7. Mathematics can be experienced through contexts, language, mathematical images/pictures and symbols.
Mathematical image/picture
Language
Mathematical image/picture
Language
Context
Context

8. Connective Model example…
We might have an addition number sentence involving the symbols Can we not only work out the answer but have a context for it (4 apples and 7 oranges)? Can we explain (talk) our answer through and check it using the inverse? Could we explain it to others? Also, can we use images to help us explain our answer?

9. Connective Model
Can you do this for? 1/3 ÷ ¼ =

10. The aims require children of all ages to make and justify decisions in all areas of mathematics. This requirement is at the centre of this framework, putting talk at the heart of mathematics teaching and learning.

11. Talk expectations We talk in full sentences.
We talk so that the whole group can hear what we say.
We talk with the aim that the whole group understands.
We explain our own thinking.
We listen to all speakers to understand.
We repeat and rephrase explanations made by others.
We ask questions to clarify understanding.
We say whether we agree or disagree and explain why.

12. Addition Different ways of representing numbers…
Combining sets with pictorial representations of their calculations.
Different ways of representing numbers…
Starting with a numbered number line…

13. Language of addition
plus
make
make
total
altogether
sum
add
more than

14. Using blank number lines…
Counting on..
Using blank number lines…

15. Language of subtraction
take away
difference
less than
leave
fewer
minus
left over

16. Language of multiplication
times
multiply
lots of
multiply by
multiples of
groups of

17. Images of multiplication..

18. Language of division half share shared between grouped into divided by
equal groups of
grouped into
divided by

19. 4 Operations Addition Subtraction Multiplication Division
It is vital to develop the understanding of the relationship between operations.

20. Aims of the Mathematics National Curriculum
All pupils should:
Solve problems;
Reason mathematically;
Become fluent in the fundamentals of mathematics.

21. Mastery How well do you understand? I can describe it in my own words;
I can describe it in my own words;
I can represent it in a variety of ways (e.g. using concrete materials, pictures and symbols)
I can explain it to someone else;
I can make up my own examples (and non-examples) of it;
I can see connections between it and other facts or ideas;
I can recognise it in new situations and contexts;
I can make use of it in various ways, including in new situations.

22. The four themes that structure our teaching:
Number Sense;
Additive Reasoning;
Multiplicative Reasoning;
Geometric Reasoning.

23. Levels and Age Related
We used to judge children on the levels they got.
We now judge them according to Age Related Expectations.
The curriculum has got significantly harder.
Maths will expect more at an earlier age. There will be a requirement for pupils to learn their 12 times table by the age of nine. Basic fractions, such as half or a quarter, will be taught to five-year-olds. By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value.

24. To end with.