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Primary Mastery Specialists
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The Project – NCP5 Training
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TRG
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NV
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Mathematical Reasoning
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Conceptual understanding
Mathematical thinking Relational understanding Reasoning
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Understanding the why not just the how
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Richard Skemp (1977) Relational understanding
a more meaningful learning in which the student is able to understand the links and relationships which give mathematics its structure which is more beneficial in the long term and aids motivation Instrumental understanding a mechanical, rote or 'learn the rule/method/algorithm' kind of learning which gives quicker results for the teacher in the short term
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The use of CPA Concrete Pictorial Abstract
Children use resources and images to represent their thinking rather than using them to ‘do the maths’
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Problem solving Build mathematical knowledge and understanding by grappling with and solving genuine problems as opposed to completing routine exercises
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Variation Introducing the same concept through a variety of situations
Getting children to identify what's the same? what's different? This enables the pupils distinguish the essential and arbitrary characteristics of a representation.
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STEM SENTENCES
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SENTENCES TO HELP STRUCTURE REASONING
It can’t be ...because ... I noticed that... It must be …because … If … then ... I wonder whether … I already know that … so … I think that …because … I noticed a connection between …
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SENTENCES THAT HELP CHILDREN GET TO THE HEART OF A MATHEMATICAL CONCEPT.
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I have______ equal groups.
In each equal group there are_____.
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What sentence(s) did you notice?
What impact were they having? Why did they choose them?
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How to get involved
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