1. Teaching for Mastery in Maths
On your chair you will find a mathematical activity.
Try to solve the problem!
Rebekah Leeves

2. Feedback Did you work alone, in a pair or in a group?
What methods did you use?
How did the activity make you feel?
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3. The problem is “they do if differently at school these days!”
(Quote from parents)
Aims of session
To outline some of the changes in the maths curriculum
Improve your understanding of what the school is trying to achieve through the new style of maths teaching
Improve your understanding of the resources and methods used so you can support your child at home.
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4. It is the conditions and feelings associated with the good memories shared that we want to recreate for your children.
We need to help learners shift from thinking ‘I can’t do this’ to ‘I can’t do this yet’; to encourage, in all learners, a ‘can do’ attitude. Developing an ‘I can’t do this yet’ disposition means being comfortable with getting stuck on some mathematics. This runs counter to many children’s experiences in mathematics lessons where a measure of being good at maths is how quickly you can get to the answer.
Mike Askew

5. When you were at school …
How would you have been taught to add numbers to 10?
Rote learn
(One add nine is ten, two add eight is ten etc.)
Sing a song
(e.g. ten green bottles)
Maths drills
(repeating the same sums regularly)
Difficulties with these methods.
Pupils may not understand what they are repeating
Pupils may not be able to apply the facts in another context.
If they don’t understand these steps, they will have difficulty learning the next steps that build upon these.
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6. The previous curriculum…
Main task:
Level 1a
‘Solve problems adding and subtracting numbers up to 10’
Extension task:
Level 2c
‘Solve practical number problems adding or subtracting numbers to 20.
Support task:
Level 1c
‘Knowing one more or less within 10’
Difficulties with these methods.
Pupils become aware of their grouping and consider themselves ‘no good at maths.’
Less able children can be given a ‘reduced curriculum’.
Higher achieving pupils can be it encouraged children to rush ahead and they can find it difficult to achieve in unfocused investigative work.
Labelling the child as ‘able’ creates a belief that they should find maths ‘easy’ and they can become unwilling to tackle demanding tasks for fear of failure.
Discuss. (2 mins) Relies on pre judgement of abilities, different skill and knowledge set. Also limits opportunities for some children- What about self perception of ability for these children? What about your beliefs of the children’s abilities? Henry Ford ‘if you think you can or you think you can’t- you’re right!
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7. The new curriculum and the teaching for mastery approach …
All Pupils.
5+2=7
‘Solve problems using adding and subtracting numbers up to 10’
= 10 5
What would all this look in the classroom?? How is this different to the example we gave before? Concrete resources are given to all children. The missing boxes develops thinking for children.
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8. Developments and changes
It is expected that all children will cover the maths objectives for their year.
Pupils who grasp concepts quickly will be challenged through being offered problems rather than moving on more quickly to new content.
Those who are need more practise will consolidate their understanding, including through additional practice, before moving on.
Using a concrete, pictorial, abstract approach at all ages for all children
Fluency
Depth
Mastery
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9. Concrete Experiences Concrete representation
This is a 'hands on' component using real objects and it is the foundation for conceptual understanding
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10. Pictorial Experiences
Pictorial representation
Using representations, such as a diagram or picture of the problem. X X X + X X X X X X
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11. Symbolic or Abstract Experiences
Abstract representation
The symbolic stage – a pupil is now capable of representing problems by using mathematical notations.
13 - 8
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12. So how is it done?
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13. Examples of how pupils use representations to solve problems
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14. 31/12/2016

15. 24 14 + 10 Nearly half of 50 Can you show me…? What do you
know about …? 24
Approximate
weight in
grams of a
slice of bread
Where have
you seen …?
Christmas
Eve
How many different
ways can you …?
‘My aunt was
24 last year.’
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16. Helping at home Cook – measuring and weighing
Look at numbers in the environment e.g. telephone keys, number plates, door numbers, book pages, sleeps until Christmas!
Money
Comparing heights
Birthdays, Months of the year, Days of the week
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17. Developing maths Ask them questions that make them think
Let them play, experience and see
Let them investigate
Help them to reason their thoughts and make connections
Talk
Maths is about spotting patterns, making links and understanding how pieces of knowledge fit together. NOT purely memorising facts and procedures by rote.
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18. Finally Don't tell them you are hopeless at maths
You may remember maths as being hard, but you were probably not hopeless, and even if you were, that implies to your child, “I was hopeless at maths, and I'm a successful adult, therefore maths is not important”
Do play (maths) with your child
There are opportunities for impromptu learning in games with real people that you can't get from a DS or Xbox
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