1. EDP 381 : Mathematics Strand Introduction to the Module
Module Lead: Keith Brentnall
Tutor: Sarah Reed/Keith Brentnall
School of Education
Week 8

2. Introductions….. Who are we? How the course will be structured?
Our expectations from you.
Your expectations from us.
Reading
Assignments/audits

3. Welcome to sessions where mistakes are valued and mistakes are praised

4. Intended Learning Outcomes
You will:
Gain an introduction to the PGCE mathematics strand, structures, staff and sessions. 
Consider why mathematics is important in lifelong learning.  
Look at practical applications of mathematics skills. 
Gain an introduction to the mathematics curriculum in schools.

5. Teachers’ Standards
3 Demonstrate good subject and curriculum knowledge
7 Manage behaviour effectively to ensure a good and safe learning environment

6. How Many Squares?

7. How did you feel about doing this?

8. So why is mathematics important?
Discuss……………..

9. ‘Mathematics is essential for everyday life and understanding our world. It is also essential to science, technology and engineering, and the advances in these fields on which our economic future depends. It is therefore fundamentally important to ensure that all pupils have the best possible mathematics education. They need to understand the mathematics they learn so that they can be creative in solving problems, as well as being confident and fluent in developing and using the mathematical skills so valued by the world of industry and higher education.’ (Sir Michael Wilshaw’s introduction to Ofsted's ‘Mathematics Made to Measure’ in 2012)

10. Why mathematics?
A creative discipline that equips an individual with a unique and powerful set of tools
Helps logical reasoning
Develops problem solving skills
Develops ability to think in abstract ways
Enables learners to have fun
Enables learners to become interested in the patterns of the world around them
Prepares them for life
Develops a sense of awe and wonder!

11. ……and what mathematics do we use?
Setting an alarm to wake up at 7.30am
Deciding what to wear
Negotiating rotas in student accommodation
Checking the water temperature for a shower
Planning and preparing your summer holiday
Having friends for a meal
Working out what to buy at the shop when you have £5 only
Decorating the bedroom
Posting a card in time to reach a friend for their birthday
How to dry the washing

12. What about you then?
How do you feel about mathematics?

13. What was mathematics like for you?

14. ‘Learning maths was like a dagger going through my skull-no matter how hard I tried it wasn’t good enough. This was really frustrating because I knew there were really important things to discover . I don’t know whether it was my fault or the teacher’s’ (Cotton, T rd Ed. Pearson)

15. So what do we want to achieve in teaching mathematics?

16. So when you teach mathematics..

17. Documents you need to know about!

18. National Curriculum Strands

19. Key Aims of the National Curriculum for Mathematics
The three key aims are:
Become fluent in the fundamentals of mathematics, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Reason mathematically.
Solve problems.
With the aim of children ultimately achieving MASTERY in the subject.

20. Mastery of Mathematics is more…..
Achievable for all
Deep and sustainable learning
The ability to build on something that has already been sufficiently mastered
The ability to reason about a concept and make connections
Conceptual and procedural fluency

21. Welcome to sessions where mistakes are valued and mistakes are praised

22. References List
Department for Education (2013) The national curriculum in England; London; DfE
Department for Education (2013) Early years outcomes A non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years; London; DfE
Department for Education (2014) Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five; London; DfE
Early Education (2012) Development Matters in the Early Years Foundation Stage (EYFS); London; Early Education

23. Cotton, T. (2016) Mathematical Understanding .Oxon : Routledge (Ch 4)/
Cotton, T. (2013) Understanding and Teaching Primary Mathematics Essex: Pearson (Ch 4)/
Haylock, D. (2014) Mathematics Explained for Primary Teachers 5th ed London: Paul Chapman Publishing (Ch 6)

24. Curriculum strands