1. Mathematics Day 1 Gill Haysham
LEA SCITT
Mathematics Day 1
Gill Haysham
Ask students to bring: Laptops to day 1
Ask SCITT to send through Subject Audits for students to look through

2. David M Burns
“Never give up your right to be wrong, because then you will lose the ability to learn new things and move forward with your life.”

3. Starter

4. Starter – in pairs
What mathematics have you done since waking up this morning?

5. Overall Aims
To prepare trainees to teach mathematics in primary school
To provide trainees with a breadth and depth of subject knowledge
To develop trainees confidence by encouraging a sense of enjoyment and interest in mathematics.
To provide trainees with a range of expertise and experience
To ensure that all trainees are competent in mathematics and able to apply these skills in their teaching situation.
To stress the importance of all aspects of ICT as a tool for teaching and learning mathematics

6. Outcomes - Trainees will:
demonstrate competence and confidence in mathematics for themselves and for effective teaching;
understand progression in pupils mathematical development
consider teaching approaches and classroom organisation including differentiation, individual needs and assessment;
be aware of the importance of mathematical language and the use of appropriate vocabulary for the children they are teaching;
explore ways of using and applying mathematics and be able to make links across the curriculum;
plan, implement and evaluate mathematical activities for specific children in all schools in which they are based;
use all aspects of ICT confidently in their role as a teacher.

7. Expectations and Concerns
What are you expecting from this taught course?
Any ‘concerns’ about mathematical teaching and/or learning?
Ground rules

8. Session 1 “Getting a feel for mathematics"
Session objectives (students will):
receive details of the taught course for mathematics emphasising progression from Foundation to Key Stage Three;
explore their confidence in mathematics, continuing the audit process;
start work on subject knowledge for primary teaching identifying aspects that need to be developed;
explore the National Curriculum - Mathematics.

9. Associated issues for teaching
You need to be confident in all aspects of mathematics and associated ICT.
You must be clear about objectives and outcomes in the Framework.
You need a clear understanding of the language of mathematics.
Mathematical progression is the key to successful teaching and learning.
Looking at effective lesson structures.

10. Induction Day… “What is mathematics?” “Why is mathematics important?”
Why do children need to learn mathematics?
What reasons can you give?
What examples can you provide?
Allow time to discuss these questions, then ask for students to reply with one sentence for each question.
Share commonalities

11. Maths ‘Life-skills’ The ability to identify and analyse patterns
Logic and critical thinking
Ability to see relationships
Problem solving skills

12. A Discussion Paper “Mathematics and the Primary Curriculum”
What points does this article make that should inform our practice?
Critically read. What do you agree with… what do you want to argue against?
Reinforce one of the most important subjects in NC

13. New NC 2014 Introduction: Purpose of Study Aims
How does this marry up with the previous handout?

14. Where is the mathematics?
Look at the following pictures and consider…
What questions could you ask to make children THINK?

19. A Mathematics Lesson To demonstrate:
models for engagement and participation
possible lesson structure choices
(multi-part)
possible teaching strategies
(direct/ discover?)

20. The Lesson

22. WALT We are learning to:
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

23. WALT We are learning to: reason mathematically solve problems
Explain & listen to others
Agree/ disagree/ debate
solve problems
breaking down problems into a series of simpler steps
persevering in seeking solutions.

24. WILF What I’m looking for: The language you use when you:
Explain & listen to others
Agree/ disagree/ debate
Where do you start?
Where does the problem take you?
breaking down into simpler steps
persevering in seeking solutions.

25. The Pyramid 22 11 11 5 6 5 3 2 4 1 ‘What do you notice?’
This is what maths is all about. Looking at pattern. The wow factor in playing with numbers and seeing patterns emerge. 5 6 5 3 2 4 1

26. Did we… reason mathematically? solve problems?
Explain & listen to others
Agree/ disagree/ debate
solve problems?
breaking down problems into a series of simpler steps
persevering in seeking solutions.

27. Reflection ANY ISSUES? “Mathematics and the Primary Curriculum”
‘Summary of what mathematics teaching should achieve’
Which elements were a part of the sample lesson?
Which were not?
What about in schools?
What have you seen?
What have you not seen?
ANY ISSUES?
Compare to practice seen in schools.
Give examples.

28. ‘3 part lesson’ or ‘4 part lesson’
Lesson Structures
‘3 part lesson’ or ‘4 part lesson’

29. ‘Guided Groups’ or ‘Multi-part’
Lesson Structures
‘Guided Groups’ or ‘Multi-part’

30. NC2014 Aspects of Mathematics
Place Value
Addition and subtraction
Multiplication and division
Fractions…
(Algebra)
Measurement
Geometry Properties of shape
Geometry Position and direction
Statistics

31. NC2014 Key Stage 1 Years 1-2 Lower Key Stage 2 ‘Statutory’ and
Upper Key Stage 2
Years 5-6
‘Statutory’ and
‘Guidance (non-statutory)’

32. Your class
Years 1 to 6
Look at the Statutory requirements for your year group THEN the non-statutory guidance…
Is this what you expected to see?
Are there any surprises?
Is the language clear?
Any questions?
Talk about anything in your school re. new NC2014 & what you have seen

33. National Centre for the Teaching of Mathematics
NCETM
National Centre for the Teaching of Mathematics
Register and explore the site
‘Bookmark’ any potentially useful elements

34. Subject Knowledge Audits SATs paper from KS2 Securing Levels 1-5
NC2014
Primary Fwk KS1,2 and 3
SMILE 5-8
QTS practice qu
Maths Work Book:
Your own level of knowledge
How to teach it effectively
Keep evidence… websites, articles, books/ pages
** Ask for Subject audits sent through from Harlow***
Beginning of audit of their own knowledge
Giving feel of end of primary tests  KS3 and 4  own subject knowledge

35. 1,2,3,4 activity
You can make 6 by using each of the digits 1, 2, 3 and 4 once, and any operation: for example,
6 = (21 + 3) ÷ 4
or 6 = (3 x 4) ÷ (1 x 2)
Use each of the digits 1, 2, 3 and 4 and any operation to make each number from 1 to 40.
Can you go further?

36. Gap Task - NCETM website
Choose one of the ‘Progression Grids’ for Number
Place Value
Addition and Subtraction
Multiplication and Division
Fractions

38. Task 1 - (Hand in Day 2)
Focus on one aspect of mathematics as part of your own study. Track progression in this aspect from EYFS to Year 6. Critically reflect on the key points of progression from one year group to the next; provide some example teaching activities from reading & your own experience.
(NCETM & other educational websites)

39. Reflective logs for maths tasks
Complete the task… then the Ref Log is about what you have learned as a result of the task…
Where were you before you did the task?
What do you now know? What can you now do?
What were the main messages for you?
What were the key learning points?
What would you repeat? Why?
Would you change? Why?
What will you try next?
What would you want to do to embed this into your practice?
What further reading/research do you want to do (linked directly to the task itself or the outcome of the task)?

40. Session 1 – Did we..? Session objectives (students will):
receive details of the taught course for mathematics emphasising progression from Foundation to Key Stage Three;
explore their confidence in mathematics, continuing the audit process;
start work on subject knowledge for primary teaching identifying aspects that need to be developed;
explore the National Curriculum and The Primary Framework for Teaching Mathematics.