1. Rachel Blake and Sarah Richards
Diversity and Unity in the maths department
Rachel Blake and Sarah Richards

2. What makes a difference?
Support from curriculum areas – all working together
Someone to believe in them
15% and 50% pass ‘it is all psychological’
Level 3 – last chance
Small group
Collaborative work possible
Less poor behaviour
Structured resources
Step by step teaching methods
Rote learning of essentials
Paper after Paper
Identifying what you had to do to get full marks

3. What change to make first?
Growth mind set
Helpful beliefs and attitudes
Growth zone model
Positive norms
Exploratory questions
Scaffolding
Being less helpful
Mathematical Resilience
Stuck Strategies
Efficient methods
Support
Motivation
(maths relevant)
ALIVE Tasks
Modelling problems
e.g., bar model
Low floor, high ceiling tasks
Peer coaching skills

4. United by a common focus?
Mastery experiences with challenging tasks
interpretation
Past experience at similar tasks
Adapted by Sarah Richards 2017

5. Helpful beliefs and attitudes Mathematical Resilience
Mastery experiences with challenging tasks
interpretation
Helpful beliefs and attitudes
Growth mind set
Growth zone model
Positive norms
Exploratory questions
Scaffolding
Being less helpful
Mathematical Resilience
Stuck Strategies
Efficient methods
Support
Motivation
(maths relevant)
ALIVE Tasks
Modelling problems
e.g., bar model
Low floor, high ceiling tasks
Peer coaching skills

8. Cognitive activation instruction
10% more likely to get easy questions correct
50% more likely to get complex questions right

9. http://www. oecd-ilibrary