1. Welcome to the North East Mathematics Network Meeting Viv Brown National Centre for Excellence in the Teaching of Mathematics

2. Aims and objectives To consider mistakes and misconceptions and how we can address them effectively To explore the teaching of mathematics in a functional way and how we can work in learners’ contexts To network with colleagues and share good practice To enjoy doing some mathematics

3. Agenda 10:00Registration, Refreshments and Starter Activities 10.30Welcome and Introduction 10.45Getting learners to think! 11.15Mistakes and misconceptions from Entry Level to Further Maths – how do we address them effectively? 12.00Sharing Good Practice 12.45Lunch and networking 1.45After lunch starter – People Maths 2.15Teaching mathematics in a functional way – working in learners’ contexts 3.15Revisiting ‘the language of exams’ and updates from the LSIS STEM programme and from the NCETM 3.30What are you going to take forward from today? Reflection and evaluation. 3.45Close.

4. Starter Activities Nuffield Foundation: Applying Mathematical Processes http://www.nuffieldfoundation.org/ nuffield-amp-investigations

7. http://blackdouglas.com.au/taskcentre/iceberg.htm

8. Working Mathematically - strategies to share with your learners Maths Centre Australia http://www.blackdouglas.com.au/ta skcentre/work.htm#process

10. Getting learners to think! Bowland Maths http://www.bowland.org.uk/assess ment/tasks.htm

11. Here are five rods of different lengths. 6cm 10cm 2cm4cm 8cm

12. The rods can be joined end-to-end to make triangles. Here are two examples 4cm8cm 10cm 6cm 10cm 8cm 4cm Each of these triangles is … Scalene (because all its sides are different lengths). Obtuse (because one of its angles is greater than 90  ).

13. Combine rods to make as many different types of triangle as possible. What are the different types of triangle can you make? What properties does each triangle have and how do you know? Also find a combination of rods that cannot make a triangle, and explain why not. 6cm 10cm 2cm4cm 8cm

16. Mistakes and Misconceptions

17. ‘Misconceptions only occur as a result of poor teaching’ Do you agree with the above statement?

19. 5x + 3y – 2x – 4y + 2y =

20. Teacher: How else can we write 2(x + 3)? Student: 2x + 3 What has the student done wrong? Why? How would you respond to this situation?

22. Sharing Good Practice Bring a resource or approach to share that you have used successfully to help learners revise

23. Lunch and networking

24. After lunch starter: People Maths www.atm.org.uk

25. Teaching mathematics in a functional way Working in learners’ contexts

26. Functional mathematics is process based, not topic based. The three process skills are  representing (making sense of situations and representing them)  analysing (processing and using the mathematics)  interpreting (interpreting and communicating the results of analysis).

27. Functional Skills Wheel Diet & Nutrition Cardio Machines Calorie count, % fat, BMI Time, speed, distance GYM

28. The Functional Skills Wheel Its purpose is to help identify opportunities for the development of functional skills within current practice to identify FS elements for Schemes of Work to help identify where any gaps occur to help identify other practice opportunities outside of this piece of work to help identify who else may be involved in FS skills development to allow learners plenty of practice opportunities.

29. First Wheel Identify a unit or piece of work you are currently teaching e.g. Fitness assessment in sport This is written in the centre of your piece of paper and a small circle drawn around the outside of the text This first wheel is the focus of your plan

30. Second Wheel Draw a circle around the inner circle and then break this new wheel into 5 or 6 segments. Within each segment identify the components of your chosen subject e.g. Diet & nutrition; Cardiovascular machines; Fitness training & clients This second wheel is the focus for the development of Functional Mathematics opportunities.

31. Third Wheel Draw another larger ring around the outside. This wheel is not segmented Within this ring identify the mathematics skills used during each element of work e.g. BMI calculations; % fat composition; calorie counting; costs of fitness programme + discount The third wheel should identify all the Functional Skills opportunities that occur in context and enables missing elements to be identified and inserted.

32. Functional Skills Wheel Diet & Nutrition Cardio Machines Calorie count, % fat, BMI Time, speed, distance GYM

33. How could you use this tool? How could it be adapted for your context?

34. Videos and questions and tasks

36. TEACHERS’ TV http://www.teachers.tv/series/a-world-of-maths

37. Revisiting ‘the language of exams’

38. Updates from the LSIS STEM programme and from the NCETM

39. Aims and objectives To consider mistakes and misconceptions and how we can address them effectively To explore the teaching of mathematics in a functional way and how we can work in learners’ contexts To network with colleagues and share good practice To enjoy doing some mathematics

40. What are you going to take forward from today? What are you going to share with colleagues, with managers, with other organisations? Reflection and evaluation.

41. Have a safe journey home! We look forward to seeing you again!